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UNIVERSITY OF CALIFORNIA
Santa Barbara
The Self-efficacy of Businesswomen: Understanding Generational
Cohorts of Saudi Arabian Advocates
A dissertation submitted in partial satisfaction of the
requirements for the degree Doctor of Philosophy
in Education
by
Reem Ahmad Alfrayan
Committee in charge:
Professor John Yun, Chair
Professor Jenny Cook-Gumperz
Professor Sharon Conley
June 2014
The dissertation of Reem Ahmad Alfrayan is approved.
________________________________________________
Sharon Conley
________________________________________________
Jenny Cook-Gumperz
________________________________________________
John Yun, Committee Chair
March 2014
iii
The Self-efficacy of Businesswomen:
Understanding Generational Cohorts of Saudi Arabian Advocates
Copyright © 2014
by
Reem Ahmad Alfrayan
iv
DEDICATION
In dedication to my daughter, Maia Alabdulwahab,
to brave Saudi Arabian women of the previous generations
and to Saudi Arabian women in future generations.
v
ACKNOWLEDGEMENTS
I owe my deepest gratitude to King Abdallah Bin Abdul-aziz for investing in us, the
young generation of Saudi men and women through his Scholarship Program all over the
world. I am also thankful to the Saudi Arabian Cultural Mission (SACM) for their
outstanding services to Saudi students in the United States. Specifically, Dr. Mody Alkhalaf,
Deputy Attaché, deserves my gratitude for her magnificent work on creating a community of
proud Saudi students in America.
I would like to express my deepest gratitude to my committee chair, Dr. John Yun,
who believed in my cause and my research interest. Without his guidance and continuing
support, this work would not have been completed on time. I truly appreciate his decision to
continue serving as a committee chair despite his move to Michigan for greater opportunities.
I also would like to acknowledge the insightful discussions and feedback from my
committee members, Dr. Jenny Cook-Gumperz and Dr. Sharon Conley each in their area of
specialty. Working with great women scholars such as them was certainly an honor. Plus,
would like to extend my appreciation to Ms. Elizabeth Mainz for editing the final copy of the
dissertation, and for Dr. Patricia Marin for coordinating my meetings with Dr. John Yun.
Moreover, I would like to offer my genuine appreciation to the great businesswomen
and advocates who participated in this research. Without their contribution and interest in
providing me with all the time needed to collect my data, the research results and findings
would not have been available.
I am particularly grateful to Dr. Kum-Kum Bahavnani, a professor of Sociology and
the UCSB’s Academic Senate Chair, for her friendship and mentorship on a personal as well
vi
as intellectual level. The many insightful conversations we had over tea were indeed
substantial.
I would like to extend my gratitude to Dr. Jane Conoley, Dr. Judith Green, and Dr.
Hsiu-Zu Ho for their interest in my research topic. Their interest in promoting my work,
expanding my network and sharing resourceful articles, was and will always be cherished.
Furthermore, special thanks to Eng. Omar Bahlaiwa, the Secretary General of the
International Trade Committee at the Council of Saudi Chambers of Commerce (CSCC), for
his mentorship and support in my career development and research interest even after leaving
the CCSC.
Likewise, special thanks to Mr. Abdulaziz Alawad, Deputy Executive Director in
Administrative Affairs Department at the National Gard Hospital Administration (NGHA),
for recognizing my strengths as an employee, supporting my proposed projects, but perhaps
most importantly for approving my move to the Council of Saudi Chamber of Commerce.
His approval has allowed me to further develop my career and gain the wonderful experience
of working closely with businesswomen advocates.
I would like to take this opportunity to acknowledge my friends, Mrs. Rose Gonzales,
my wonderful neighbor, for being like a mother to us, and to Aya Doghda, for being a true
friend. I deeply appreciate them both for the memories and support that they provided us
through the years. Also, to Maha Abduljalil, who made our racing to graduation a fun and
challenging one. Likewise, I extend my appreciation to my friends at the Supreme
Commission for Tourism and Antiques for their wonderful “What’s App” group, messages,
videos, and pictures that kept me feeling like home. Similarly, I would like to thank my
vii
childhood friend Hanadi Albarak, my uncle the Commodore Yousef Alfrayan, and my lovely
cousin Hanna Alfouzan for visiting during summers.
I owe my self-efficacy to my father, Ahmad Alfrayan, whose words of
encouragement resonated with me through out the years: “I want to be called the father of the
doctora, the woman doctor”. Like the great fathers who supported my participants in their
endeavors of advocating for other women, my father always told me to keep going and
achieve my best. My deepest heartfelt appreciation goes to my mother, Aljouhara Alfouzan,
for being a great role model, and my sister Rose Alfrayan whose daily calls and caring
impacted me greatly. Moreover, to my wonderful brother Khalid Alfrayan, and my husband’s
nephews Raed, Rami, and Salten Alshnaibir, for being great mentors to my oldest son
Abdallah during my busy times.
Furthermore, much love and appreciation goes to my wonderful children, Maia (12
years old), Yoseph (15 years old), and Abdallah (18 years old) for their support and patience
throughout this journey. Watching Maia achieve her best in school and gradually obtain
higher belts in Karate, listening to Yoseph intellectually critique theoretical frameworks and
build robotics, and seeing Abdallah win senior class president and start college, gave me the
greatest energy to keep going.
` Last but not least, to the man that made it all possible, the one that supported me to
fulfill my father’s dreams and my mothers ambitions, the one that helped me fly without
limitation, I give thanks to my husband, and soul mate, Dr. Sharif Alabdulwahab. I cannot
begin to express my deepest love and appreciation to him, I can only thank the lord, up
above, for putting us in each other’s paths.
viii
VITA OF REEM A. ALFRAYAN Linkedin: https://www.linkedin.com/pub/reem-a-alfrayan/5/467/748
Email: [email protected]
EDUCATION: 2010-2014
Ph.D., Educational Leadership & Organization, Policy & Leadership, The Gervitz School of Education, University of California, Santa Barbara. Dissertation: The Self-efficacy of Businesswomen: Understanding The Generational Cohorts of Saudi Advocates. (Nominated for the 2014 Lancaster Dissertaion Award)
2010-2013
2nd M.A, Educational Leadership & Organization, Policy & Leadership, The Gervitz School of Education, University of California, Santa Barbara Thesis: A Pilot Study on The Self-efficacy Component of Leadership Among Saudi Businesswomen
2001-2002 M.A. in Instructional Technologies and Media Policy and Leadership, College of Education, The Ohio State University- Columbus, OH Comprehensive Exam: Bridging the Gender Gap Through Educational Technology In Saudi Arabia
1997-2001 B.S. in Technical Education and Training, Workforce Development and Education, College of Education The Ohio State University, Columbus, OH
EMPLOYMENT: The Council of Saudi Chambers-Riyadh
o General Manager of Business Women’s Affairs (2007-2009) § Facilitating the Collaborative work of all Ladies Sections of the Chambers of
Commerce around the Kingdom through a strategic plan to promote Saudi women involvement in economic development of the Kingdom.
§ Promote the establishment of women sections at all chambers of commerce. § Empowering women executives’ leadership skills at 14 Chambers of
Commerce (the ones that established women sections) Kingdom-wide. § Synchronize efforts and activities across different women sections at the 14
Chambers of Commerce. § Participate and organize Saudi Business Women delegations for international
activities. § Representing the Council of Saudi Chambers of Commerce in Public Events
such as (National Dialogue Forum (NDS), US Congress Delegation to the NDF, attending various embassy invitations to the Council.
§ Supervise the work of the National Women Committee that coordinates between the private sector and the public sector to create jobs for Saudi women.
ix
King Abdulaziz Medical City Administration –Riyadh o Administrative Planning and Processing Development Officer, Office of Administrative Affairs Deputy Executive (2006-2007)
§ Study the possibilities of improvement of process in departments that reports to the Deputy executive.
§ Supervise local recruitment of the Medical City and branches across the kingdom
§ A key member of the Quality Assurance committee in the Local and International Recruitment Department. (Saudization challenges in Medical Cities).
§ Conduct a department map, flow chart, and job analysis of both Local and International Recruitment as a part of the department process Re-Engineering.
§ Improving and developing the recruitment work process. § Project Manger: an awareness program to promote the image of working at
the Medical City.
The General Authority for Tourism and Antiquities –Riyadh o Training Specialist, National Project for Tourism Human Resources Development (NPTHRD) (2005-2006)
§ The first female representative for the NPTHRD. § Planning for SME’s programs for female handcrafts in the Eastern province. § Supervising the implementation of the Tour Operator programs for females in
3 main cities in Saudi Arabia for the first time nation wide (Riyadh, Jeddah and Dammam).
§ Coordinating with female representatives of the private and the public sectors to set up awareness programs for stakeholders in the tourism business.
§ Team member of NPTHRD webpage, which was launched in November, 2005.
§ Team member in the aptitude survey project, which was done electronically. § Research and planning for future developments.
o Training Specialist, SCTs Training Department, Human Resource Department:
§ Determining Training Needs for the ladies section. § Team member of SCT’s Training Catalogue project. § Designing workshops in self-development, motivation at the workplace, etc. § Train Employees at the ladies section. § Planning and implementing job description and job analysis for SCT.
o Other Duties: § Recruitment for the ladies section. § Promote tourism plans at different women sections across the country and
internationally.
The Arab Open University (AOU) Headquarter-Kuwait o Instructional Technology Unit Supervisor, Instructional Materials & Educational (2003-2004)
x
§ Direct employees as well as generate monthly and yearly progress reports. § Planning for the Units successful implementation of distance learning
technologies. § Planed and supervised setting up media centers at AOU’s branches across the
Arab world. § Design and promote implementation of standards for media centers, which are an
important facture in reducing the gap between media centers across the branches. § Setup video production and plan its quality assurance program. § Chose a digital library at AOU as part of a decision-making committee. § Supervise setting up video conferencing in 6 branches and planning to setting up
in the other branches. § Communicate with the Open University (OU) in the United Kingdom in regards
of quality assurance. o Acting Director of Instructional Materials & Educational Technology:
§ Direct employees and counsel different units for remedial actions to specific or general work related problems.
§ Maintain the department’s workflow. § Plan a step-by-step work plan for material production from the time it arrives as
raw materials till it’s a ready to use package. o Instructional Technology Designer, Instructional Materials & Educational
Technology § Chose an E-learning platform at AOU as a member of the decision-making
committee. § Put standards for material production. § Participate in few graphic design projects.
o Other duties: § Presented the university to the UNESCO and the OU during AOUs Accreditation
visit § Training of employees.
SKILLS & ABILITIES:
§ Native Speaker like, in the English language. § Solid background in qualitative methods of research. § Strong abilities to aligning parties in working together despite differences and
difficulty levels of members. § Outstanding skills in designing process flow charts, organizational structure,
proposal and business plans with executive summaries. § Virtuous workforce development and training for potential future careers using
traditional and non-traditional work environments such as working via distance. § Competent public speaker, highly motivated, and task oriented with fervent time
management. § Competent talent obtainer as well as developer. § Professional skills in delivering motivational speeches and training a new
generation of women leaders. § Strong skills in delivering SWAT workshops.
xi
§ Plan, host, administer, and lead national events i.e. women leaders workshops. § Excellent national and international public relations.
CONFERENCES:
The Second Annual GGSE Goes Global Meeting – Presenter May 2014
18th Annual Professional Dvelopmnt Conference at UCSB – Organizing committee member
May 2014
Women in Leadership Forum – invited by Ashland Women International Network
Nov 2013
US-Saudi Business Opportunity Forum (Student Embassador-B2B networking assginment)
Sep 2013
Attended all The Riyadh Economic Forums & The Saudi Business Women Forums
2008-2010
Saudi Women Economic Forum-Keynote Speaker, Dammam, KSA April, 2008
10th woibex-global Business Women & Leaders Summit- Dubai, UAE March,2008
Global Competitiveness Forum- ICT As An Enabler, Riyadh, KSA Nov, 2006
The 3rd Inernational Human Resource Developmen conference, Manama, Bahrain
Dec, 2005
International Federation for Training and Development Organization (IFTDO) conference, Cario, Egypt
Nov, 2005
Annual Computer Conference at the College of Sciences, presenter of Women and Technology, Dammam, KSA
April, 2003
TRAINING:
Publication workshop by UCSB Office of Human Subject Protocol Dec, 2013
Human subject Training – by UCSB Office of Human Subject Protocol April, 2012
– UCSB School of Education Reaserch Apprenticeship Training
at UCSB -Workshop Leadership Winter 2012
Balanced Score Card (BSC) – by Dr. David Norton Nov, 2008
Strategic Planning – by Eng. Ali Abdulfatah May, 2006
Project Management (PMP)– by Mr. Ibrahim Shawarbi April, 2006
Total Performance Balanced Score Card – by Dr. Hubert Rumpersad Feb, 2006
xii
PUBLICATIONS:
(In progress) Mentorship vs. Sponsorship: The World’s best practices (In English)
2014
(Draft) Job Interview Guide for Interviewers (Arabic language) 2008
Altadreeb and Technology magazine (GOTEVOT), The 7 Moral Standards for Recruitment Employees, Issue No.
2007
Al-Eqtisadia Newspaper,Emotional Intelegance And Its Impact On The Youth Of The Workforce, Issue No 4562
2006
Altadreeb and Technology magazine (GOTEVOT), Observing Latest Internaitonal HRD Experiences compared to the Arab World, monthly issue no 83
2005
Altadreeb and Technology magazine (GOTEVOT), Utelizing Technology in Distance Learning and Training. monthly issue No 77
2005
Alyaum Newspaper, Unemployment and Ideal Job Interviews for Saudi Female Graduates in Saudi Arabia 1&2, issue no 11308 on April 20, 2004 and 11278
2004
Alwatan Newspaper, Technology and Saudi Arabian Female Colleges
2003
AFFILIATIONS/VOLANTEER WORK:
UCSB Professional Women Network, Santa Barbara, California – Member
2014/2013
US-Saudi Business Opportunity Forum- Student Ambassador/Saudi Delegation
2013
University of California (system-wide) Trademark Licensing Committee – member
2010/2014
National Women Committee in CSCC 2007/2010
Alnahda Philanthropic Society for Women 2008/2006
Saudi Management Association 2007/2006
Mortar Board Class of 2000 "Mortar Board is a national honor society recognizing college seniors for their exemplary scholarship, leadership and service"
2000
HONORS & AWARDS:
Outstanding Student Award by the Saudi Arabian Ministry of Higher Education - In recognition for outstanding academic achievement
2012
Appreciation for participating in the Training Institutions Committee By Ladies Branch - Riyadh Chamber of Commerce
2008
xiii
The Louver Museum Exhibition in Riyadh – by Prince Sultan Bin Salman In recognition of participating in the organization team of the Louvre Museum exhibition of Islamic artifacts at the Riyadh National Museum
2006
Dean’s List by The College of Education Dean Several quarters at the Ohio State University (OSU)
2000
Mortar Board Class of 2000 "Mortar Board is a national honor society recognizing college seniors for their exemplary scholarship, leadership and service"
2000
xiv
ABSTRACT
The Self-Efficacy of Businesswomen: Understanding Generational Cohorts of
Saudi Arabian Advocates
by
Reem A. Alfrayan
The purpose of this study is to explore the self-efficacy of Saudi businesswomen and
advocates at the Saudi Arabian regional Chambers of Commerce and Industry and to
contribute to our understanding of how Saudi Arabian women leaders develop over time.
Through Bandura’s self-efficacy framework (2005) and its effect on two key generational
cohorts of women advocates, much can be learned about those women leaders advocating for
the rights of Saudi businesswomen. My focus on self-efficacy of these two Generational
Cohorts came from a pilot study (Alfrayan, 2013) on the self-efficacy component of
leadership among Saudi businesswomen in three main regions in Saudi Arabia, Riyadh,
Jeddah, and the Eastern province. The pilot study yielded evidence of the existence of two
distinct Generational Cohorts among the Participants. The two Generational Cohorts are
characterized by the event of the establishment of a women section that provided services to
businesswomen. It is important to note that different geographic regions established women
sections at their local chamber of commerce on different dates. Thus, the generations are not
defined by time, but by context. Focus is given to how these leaders describe the
development of their self-efficacy and what they chose to do with it.
For the purpose of this study, the Generational Cohorts of the Participants were added
xv
as a dimension to understand how self-efficacy compares between generations. Using a
Quantitative case study approach to closely studying six cases of two generational cohorts in
three geographical locations was preformed. Applying Bandura’s (1995) self-efficacy
framework as the lens for examining the leadership development of businesswomen and
professionals in the Kingdom of Saudi Arabia in two generations by researching the
following questions were answered: What do Saudi Arabian businesswomen and advocates
identify as the most important factors furthering and hindering the development of their self-
efficacy to advocate for a larger role for women in business? and In what ways do these
women leaders describe the two Generational Cohorts of women advocate’s effects on one
another?
xvi
Table of Contents
DEDICATION ..................................................................................................................... iv
ACKNOWLEDGEMENTS ...................................................................................................... v
VITA OF REEM A. ALFRAYAN ........................................................................................... viii
ABSTRACT ....................................................................................................................... xiv
CHAPTER ONE ................................................................................................................... 1
Background ....................................................................................................................................... 1
The Problem ...................................................................................................................................... 1
Purpose of the Study ......................................................................................................................... 2
Research Questions ..................................................................................................................... 4
CHAPTER TWO .................................................................................................................. 5
Literature Review ....................................................................................................................... 5
Historical and Structural Background of Council of Saudi Chamber of Commerce ........................... 5
Self-‐Efficacy Research Among Women .............................................................................................. 7
The Effect of Generational, Cohort and Small Groups ..................................................................... 15
Reform Attempts and Outcomes in Saudi Arabia ............................................................................ 24
Conclusion ................................................................................................................................ 30
CHAPTER THREE ............................................................................................................... 33
Methodology ............................................................................................................................ 33
Case Study Method .......................................................................................................................... 33
Analysis ..................................................................................................................................... 40
CHAPTER FOUR ................................................................................................................ 44
xvii
Results and Findings ................................................................................................................. 44
Riyadh Participant Case (C1): 2nd Participant, 1st Generational Cohort .................................... 44
Factors Helping and Hindering the Development of Self-‐efficacy Among Saudi Arabian
Businesswomen. ..................................................................................................................... 46
C1’s Reflections of Generations ......................................................................................... 56
Riyadh Participant Case (C2): 1st Participant 2nd Generational Cohort ..................................... 58
Factors Helping and Hindering the Development of Self-‐Efficacy among Saudi Arabian
Businesswomen. ..................................................................................................................... 60
C2’s Reflections on Generations: ....................................................................................... 68
Jeddah Participant Case (J1): 1st Participant 1st Generational Cohort ....................................... 70
Factors Helping and Hindering the Development of Self-‐Efficacy among Saudi Arabian
Businesswomen. ..................................................................................................................... 73
J1’s Reflections of Generations .......................................................................................... 84
Jeddah Participant Case (J2): 2nd Participant 2nd Generational Cohort .................................... 85
Factors Helping and Hindering the Development of Self-‐efficacy Among Saudi Arabian
Businesswomen. ..................................................................................................................... 88
J2’s Reflections on Generations ......................................................................................... 95
Eastern Provence Participant Case (E1): 1st Participant 1st Generational Cohort ...................... 97
Factors Helping and Hindering the Development of Self-‐efficacy Among Saudi Arabian
Businesswomen. ................................................................................................................... 100
E1’s Reflections of Generations: ...................................................................................... 105
Eastern Provence Participant (E2): 2nd Participant 2nd Generation ........................................ 106
Factors Helping and Hindering the Development of Self-‐efficacy Among Saudi Arabian
Businesswomen. ................................................................................................................... 110
xviii
E2’s Reflections Generations: ............................................................................................... 119
CHAPTER FIVE .......................................................................................................... 123
Generational Cohort Cross-‐Case Analysis ....................................................................... 123
Vicarious Experiences ................................................................................................................... 123
Verbal Persuasion .......................................................................................................................... 130
Performance Accomplishment ....................................................................................................... 132
Emotional Status ............................................................................................................................ 137
First vs. Second Generational Cohort ....................................................................................... 155
CHAPTER SIX .................................................................................................................. 166
Conclusion and Recommendations ......................................................................................... 166
References ..................................................................................................................... 173
Appendix A: Interview Questions ................................................................................... 178
Appendix C: Sample Consent Form ................................................................................ 183
Appendix C: Bandura’s Self-‐efficacy Model (1995) ......................................................... 186
Appendix D: Sample of interview ................................................................................... 187
xix
Tables
Table 1 Dates of Approval Memorandums of Establishing The Women Sections ............... 3 Table 2 Interviewee Demographic ....................................................................................... 36 Table 3 Interview Questions Table ....................................................................................... 39 Table 4 C1's Self-Efficacy According to Bandura's (1995) Model ...................................... 52 Table 5 Factors Helping and Hindering C1's Self-Efficacy ................................................. 55 Table 6 C1's Reflection on Generation ................................................................................. 57 Table 7 C2's Background Information ................................................................................. 59 Table 8 C2's Self-Efficacy According to Bandura's (1995) Model ...................................... 64 Table 9 Factors Helping and Hindering C2's Self-Efficacy ................................................. 67 Table 10 C2's Reflection on Generation ............................................................................... 69 Table 11 Background Information ....................................................................................... 72 Table 12 J1's Self-Efficacy According to Bandura's (1995) Model ..................................... 81 Table 13 Factors Helping and Hindering J1's Self-Efficacy ................................................ 84 Table 14 J1's Reflection on Generation ................................................................................ 85 Table 15 J2's Background Information ................................................................................. 88 Table 16 J2’s Self-Efficacy According to Bandura's (1995) Model .................................... 93 Table 17 Factors Helping and Hindering J2's Self-Efficacy ................................................ 95 Table 18 J2's Reflection on Generation ................................................................................ 97 Table 19 E1's Background Information ................................................................................ 99 Table 20 E1's Self-Efficacy According to Bandura's (1995) Model .................................. 103 Table 21 Factors Helping and Hindering E1's Self-Efficacy ............................................. 105 Table 22 E1's Reflection on Generation ............................................................................. 106 Table 23 E2's Background Information .............................................................................. 109 Table 24 E2's Self-Efficacy According to Bandura's (1995) Model .................................. 117 Table 25 Factors Helping and Hindering E2's Self-Efficacy ............................................. 119 Table 26 E2's Reflection on Generation ............................................................................. 122 Table 27 Vicarious Experiences of All Participants According to Generational Cohorts . 129 Table 28 Verbal Persuasion of All Participants According to Generational Cohorts ........ 132 Table 29 Performance Accomplishments of All Participants According to Generational Cohorts ............................................................................................................................... 136 Table 30 Emotional Status of all Participants according to Generational Cohorts ............ 143 Table 311st Generation Self-Efficacy According to Bandura's (1995) Model .................. 144 Table 32 2nd Generation Self-Efficacy According to Bandura's (1995) Model ................ 145 Table 33 Cross-Case Analysis of Factors Helping and Hindering Self-Efficacy of All Six Participants ......................................................................................................................... 153 Table 34 Cross-case analysis of Two-Generational Cohort of the Six Participants Reflections on Generations .................................................................................................................... 164
xx
Figures Figure 1 An approach in using Bandura's self-efficacy model (1995) within a Saudi Arabian Context .................................................................................... 32 Figure 2 Saudi Arabian Map. .......................................................................... 43 Figure 3 Logic of reporting single cases, and cross-case analysis that guided recommendations. ............................................................................................ 43
1
CHAPTER ONE
Background
Saudi Arabia, the birthplace of Islam, was founded by King Abdulaziz Al-Saud in
1932. It is now the largest producer of oil in the world. According to the 2010 Economic
Freedom Report presented at the World Economic Forum, the Kingdom's oil reserve
makes up one-quarter of the world’s reserve, which gives it a leading role in the
Organization of Petroleum Exporting Countries (OPEC) (Economic Freedom Report,
2010). Prior to the ratification by the Saudi government of the World Trade Agreement
and the Convention on the Elimination of all forms of Discrimination Against Women
(CEDAW), there was a profound absence of Saudi women in decision-making roles
within the Saudi business world. In recent years, a paradigm shift in the roles of Saudi
Arabian women has started to emerge. Increasing demands by Saudi women to obtain
gender equity were the focus both locally and globally. However, a Gender Gap Report
still shows Saudi Arabia as the lowest in ranking for women's rights (Gender Gap Report,
2009). At a time where there is a call for a dramatic expansion in the role of Saudi
women, research on the role of self-efficacy for Saudi women is lacking.
The Problem
Recently, women’s leadership in the business sector of Saudi Arabia has attracted
intense interest from local and governmental leaders. A prime example has been the
National Committee for Women (NCW), founded in 2004, as well as the election of Saudi
businesswomen to the board of directors at the Jeddah Chamber of Commerce.
2
Interestingly, this effort was predated by the efforts of a small number of Saudi women
leaders who actively argued for the inclusion of women in the Chambers of Commerce. In
the face of such a disparity in gender equity, how did these women see advocacy as
possible? What furthered or hindered their sense of ability and efficacy in pressing for this
agenda? Given such significant national developments, research on the self-efficacy
component of leadership among Saudi Arabian businesswomen could further the
government's future educational and economic efforts to empower women as well as to
help manifest the next generation of Saudi businesswomen leaders. This study has the
specific intent of understanding and analyzing what the early Generational Cohort
advocates of empowerment in Saudi businesses identify as the most important factors in
furthering or hindering the development of their self-efficacy towards advocating a larger
role for women.
Purpose of the Study
The purpose of this study is to explore the self-efficacy of Saudi businesswomen
advocates at the Saudi Arabian regional Chambers of Commerce and Industry and to
contribute to the understanding of how Saudi Arabian women leaders develop over time.
Through Bandura’s self-efficacy framework and its effect on two key Generational Cohort
of women advocates, much can be learned about those women leaders advocating for the
rights of Saudi businesswomen.
My focus on self-efficacy of these two Generational Cohort came from a pilot study
(Alfrayan, 2013) of the self-efficacy component of leadership among Saudi businesswomen
in three main regions in Saudi Arabia: Riyadh, Jeddah, and the Eastern province. The pilot
study yielded evidence of the existence of two distinct Generational Cohort among the
3
Participants. The two generational cohorts can be divided by their involvement in
establishing the women section of the chamber of commerce, which offered
businesswomen chamber of commerce registration services in their local regions. The
dates of the approved memorandum of establishing the women section according to the
council of Saudi Arabian chamber of commerce report are listed in (table 1). Thus, for the
purpose of the study the Generational Cohort of the Participant was added as a dimension
that can be used to understand how self-efficacy is generated from one generation to the
other.
Table 1
Dates of Approval Memorandums of Establishing The Women Sections
The Local Chamber Date of Women section establishment Riyadh March 2004 Jeddah November 2004 Eastern Provence July 2007
I (2013) found that the first generation advocated before the establishment of the
physical presence of women at the chamber of commerce. They accomplished their goals
through a women section that provided service to women. The second generation,
advocated after this establishment of the women section. The dates of establishment differ
from one region to another -- thus the generations are not defined by time, but by context. I
will focus on how these leaders describe the development of their self-efficacy and what
they chose to do with it. Such valuable insights could benefit further empowerment efforts
at both the global and local level as well as recognize the contributions of these pioneers
and the systemic changes they created. The system changed to allow female participation,
and that no generations would have been present now without this shift.
4
Research Questions
For the purpose of this research, I will use Bandura’s self-efficacy framework to
examine the leadership development of businesswomen and/or professionals in the
Kingdom of Saudi Arabia. I will research the following questions:
1. What do Saudi Arabian women identify as the most important factors furthering and
hindering the development of their self-efficacy to advocate for a larger role for women in
business?
• How do they describe their sense of ability to advocate?
• How does their description fit into Bandura’s four principles affecting self-
efficacy?
• Does the self-efficacy of businesswomen leaders/advocates differ by
generational cohort?
2. In what ways do these women leaders describe the two generational cohorts of women
advocates?
Through qualitative methods of research, which is thoroughly described in chapter
three, data will be collected and analyzed. First, each Participant will be reported as a
single case, in which information on background, self-efficacy and Generational Cohort
will be generated from the interviews. Then a cross-case analysis will be performed to
answer the research questions in relation to the literature review provided in the following
chapter.
5
CHAPTER TWO
Literature Review
When studying self-efficacy as a component of leadership among Saudi Arabian
businesswomen leaders, it is necessary to first understand the history and structure of Saudi
Chambers of Commerce and Industry and also leadership as a concept. I will also provide
an overview of literature on self-efficacy in general and self-efficacy among women. Next,
I will review the literature on the effect of Generational Cohort and small groups, which
will justify the choice of using Generational Cohort to define the two groups. Finally, I
will provide a review of the global and local issues, reforms, and empowerments that were
important for consideration when generating interview questions to understand the
advocates and the effect of global and local contexts on their advocacy.
Historical and Structural Background of Council of Saudi Chamber of Commerce
The Council of Saudi Chambers (CSC) was established in 1981 as the official
federation of businessmen and women in the Kingdom of Saudi Arabia (KSA). Its vision
is "to have a notable role in the development of the national economy through
the cooperation of the Chambers of Commerce and Industry (CCI) in accordance to the
general directions of the Kingdom of Saudi Arabia" (About The Council, 2011). According
to the royal directives, Act 120 in 2002, the CSC established the Department of Business
Women Affairs (BWA) to facilitate the work of the National Committee for Women
(NCW). The Department’s main goal was to unify Saudi women leaders in various CCIs
to increase the involvement of Saudi women in the economy (About The Council, 2011).
6
In 2007, the Department of BWA was represented in eight CCIs across the
kingdom. Currently, there are sixteen Departments of BWA out of twenty-five CCIs. Prior
to 2002, Saudi Arabian women were not allowed to be board members on the CCIs. Due to
continued awareness of the important leadership role of women in policymaking, Saudi
women were able to be nominated and elected as board members in CCI today. To
understand the manifestation of the Saudi Arabian businesswomen in decision-making, one
must first learn about the role of Saudi women in business policy and social reform as well
as the past and present challenges in their pursuits for economic development.
Attempts to understand leaders and leadership styles were ultimately introduced to
address the shortcomings of earlier theories. To fill the void created by these leadership
critiques, theories needed to emerge that centered around the importance of context in
leadership, including transformational leadership, situational leadership, and leadership
behavior. This need is filled by Bandura’s (1995) self-efficacy model which provides a
framework that can help researchers understand how a leader is made.
Through reviewing previous research, Bandura’s (1995) self-efficacy model
provided a useful framework for the understanding of how a leader develops her sense of
leadership/advocacy ability in the first place. For the purpose of this study on leadership
among Saudi Arabian businesswomen, the following sections will examine previous
literature written on self-efficacy among women; generation effect vs. cohort; women,
culture, and development; reform attempts; and outcomes in Saudi Arabia. Furthermore,
due to the profound lack of research on Saudi Arabian women in business, literature on
Saudi women in education and the workforce were also reviewed to broaden the
understanding of the cultural context of the lives of Saudi women in general.
7
Self-Efficacy Research Among Women
Given the historical and cultural context of the lives of women in Saudi Arabia, it is
clear that their situation can be understood both in terms of progress and how to support
and sustain changes that have occurred. One of the theories that looks at how women in
business acquire self-efficacy as leaders and advocates is Bandura’s self-efficacy model
(1995).
Albert Bandura, a clinical psychologist and scholar at Stanford University, first
introduced the concept of self-efficacy. The self-efficacy theory itself was derived from
social learning theory, also originally introduced by Bandura (Newman & Newman, 2007).
Bandura (1995) defined self-efficacy as the belief in one’s capability for goal attainment.
The sources of these beliefs were the four principles of self-efficacy: mastery experiences,
vicarious experience, verbal persuasion, and physical emotional status. Many researchers
have used his theoretical framework to further understand the role of self-efficacy in areas
such as education, business, and social change.
The best source for understanding the framework of self-efficacy theory within
different contexts is Albert Bandura’s (1995) Self-efficacy in Changing Societies. For the
purpose of this literature review, I will focus in depth on two articles from this annotated
bibliography: “The Cross-cultural Perspectives on Self-efficacy” by Oettingen (1995), and
“Self-efficacy in Career Choice and Development” by Hackett (1995). Then I will provide
a literature review of the research done using Bandura’s theory to study self-efficacy
among women in college, women with careers, and women entrepreneurs. I chose these
two key articles because they directly relate to the topic of this research project and the
Participant’ situations and provide unique insight to help understand their varied situations.
8
Accordingly, a deeper examination of Oettingen (1995) will provide insight and a deeper
understanding in the case of a multi-sited situation. Hackett (1995) covers career choices
and development, which is crucial in the career choices of these women and their
development over time.
Self-efficacy related themes. Oettingen (1995) describes cross-cultural
perspectives of self-efficacy. He identified four dimensions of cross-cultural differences in
self-efficacy in 40 countries. These are: individualism vs. collectivism, power distance,
uncertainty avoidance, and masculinity vs. femininity. For example, in the domain of
individualism vs. collectivism, the individual represents herself independently vs.
belonging and representing a culture or group of people. Power distance examines the
distance between an individual to the authority or similar power figure. Oettingen (1995)
argues that the effect of cultural values on the four dimensions of influence are important in
the analysis of self-efficacy; for example, cultures that value group loyalty will influence
the choices of individual members of the group (Bandura, 1995).
Furthermore, self-efficacy does influence the career choices of women (Hackett
1995). Hackett and Betz (1981) argued that self-efficacy theory provides a solid
framework for studying the effect of gender-expectations, in career choices among
women, such as women as CEOs (as cited in Hackett, 1995). Women have multiple roles,
and they adopt strategies to make their choices according to those roles. Hackett also
highlights the effect of socioeconomic status on women’s self-efficacy, which can lead to
alack of experience or a lack of role models or mentors (Bandura, 1995). Prior to this,
Bandura did a study to provide a unifying framework between the theory and change,
which was the backbone to many studies on self-efficacy. Bandura’s self-efficacy
9
framework is a good way to further understand the situation of the selected businesswomen
leaders and professionals for future policy reform efforts in education and training.
In Bandura’s (1977) Self-efficacy: Toward a Unifying Theory of Behavioral
Change, he introduced four principles as the sources of self-efficacy: performance
accomplishments, vicarious experience, verbal persuasion, and Emotional status.
Performance accomplishment refers to the belief in one’s ability that is attained from
previous successful experiences. Vicarious experiences are derived from role models or
peers who were able to accomplish success, which then influences the belief of a person
that they can also accomplish success. Verbal persuasion is what other people within a
circle of influence tell a person about their own ability, and thus that they can accomplish
success. Last but not least is emotional status, the inner belief of a person who has none of
the first three experiences, yet still felt they could accomplish success.
Bandura conducted an experiment on people with a severe phobia by giving them
treatments that were designed to do two things: first, generate efficacy at different levels,
and second, examine the relationship between both self-efficacy and change in behavior
among the population. The findings of the study were as he expected: self-efficacy gave
accurate predictions of the subsequent performance of the subject. In other words,
perceived self-efficacy is better than past performance when predicting behavior in the face
of unfamiliar threats (Bandura, 1977). Thus, one can argue that change among a group can
happen when self-efficacy of a person, is developed through one of the four principles. But
others might question whether self-efficacy can apply to women in general.
Self-efficacy research done on college women. In research done on college
women, the presence of self-efficacy was proven to be a factor in women’s
10
accomplishments and success. Yeagley, Subich, and Tokar (2010) conducted a study in
which they measured the self-efficacy expectations, outcomes expectations, interests, and
goals of college women. Their hypothesis was that their Social Cognitive Career Theory
could help predict college women’s future interests and goals, especially concerning elite
leadership positions. In a survey of 156 college women, whose mean age was 21, they
tested this hypothesis. The survey results showed that the “self-efficacy and outcomes for
elite leadership positions related positively to interest and goals for such positions, and self-
efficacy and outcomes expectations each contributed unique variance to the predictions of
elite leadership interest” (Yeagley, Subich, and Tokar, 2010, p.30). This finding suggests
the importance of building self-efficacy among college women. Most importantly, the
findings suggests that the college stage needs to be addressed to understand how the self-
efficacy component of leadership among selected Saudi Arabian businesswomen leaders
and professionals was developed. This may help the country in its efforts to create elite
women citizens through education and training.
Self-efficacy research on career women. Gray, M. & O’Brien, K. (2007) self-
efficacy as a tool in their career aspiration scale when assessing women’s career choices.
Their research is made up of three studies that were conducted on samples of white
adolescent, collegiate, and post-collegiate women. I will focus here on the studies
conducted with collegiate and post-collegiate women.
In the first study, the researchers used O’Brien’s (1996) theory of career aspiration,
which is described as “individuals who aspired to advance within their careers often
pursued opportunities for leadership and promotion, and they were selected to train or
supervise newer employees,” (Gary & O’Brien, 2007, p. 319). The theory proposed
11
measures of career aspirations based on three themes: aspiration to lead, training and
managing others, and obtaining more education (Gary & O’Brien, 2007). The researchers
“hypothesized that the instrument would evidence adequate reliability and that support for
validity would be demonstrated through positive relations of scores and the CAS with
measures of attitude toward women’s roles and multiple role self-efficacy” (Gary &
O’Brien, 2007, p. 319). As specified in the quote, the self-efficacy of the college women’s
multiple roles here is used by Gary & O’Brien as a tool to measure career aspiration.
Sample participants were 228 womens who attended a Midwestern university. The sample
was divided as follows: 48% juniors and 52% seniors, with a mean age of 21.85. The
participants were mostly single (90%) and mostly white (88%). The sample contained only
4% Asian American, 3% African American, and 2% Native and Hispanic American. A
quantitative survey was used to test the hypothesis. The results were negative correlated
between CAS Career and family and positively correlations between CAS and its sub-
scales. These studies are all focusing on mostly American, which shows the need for
exploring self-efficacy in other cultures such as Saudi Arabian.
In the second study of the same research project, a sample of post-collegiate women
was selected. The researchers hypothesized “that adequate internal consistency reliability
estimates would be obtained and that support for the validity of the CAS would be
evidenced through positive relations between scores on the CAS and Measure of Career
decision self-efficacy” (Gary & O’Brien, 2007, p. 327). In other words, it was expected that
women who aspire to advance are confidant in performing tasks related to their career. The
survey sample included 207 post-collegiate women with a mean age of 22.22. The marital
and Parental status of the sample was 90% single, 5% parents. The ethnic background was
12
88% white, 6% African American, 3% Latino, and 2% Asian American. 5% of the sample
referred to themselves as “Other” ethnically. The results of the survey showed that both
CAS and Career Decision Self-Efficacy were positively correlated (Gary and O’Brien,
2007).
In another article using Banduras’ (1977) theory, Barcly, Mellor, Bulger, and Kath
(2007) examined the gender effect on the vicarious experience of union members’
leadership self-efficacy. They sampled 412 members of an American union using a survey.
The survey was sent to the members whose ages ranged between 18 and 73. The results
were that the similarity of gender within the group increases the vicarious experiences’
influence on self-efficacy (Barcly, Mellor, Bulger, and Kath, 2007). The results provided
could help explain how the Saudi Arabian “women sphere” described by Le Renard (2008)
has created a space for vicarious experiences among the Saudi Arabian businesswomen
leaders and professionals.
In a study done on rural women as leaders by a group of researchers looking into
the causes of leadership development, it was found that the sources of success in becoming
leaders of their community was mostly attributed to education (Sylvia, Grund, Kimminau,
Ahmed, Marr, and Cooper, 2010). The research was done using individual interviews of 25
rural women leaders, as well as a survey of 133 women respondents. The interviews
showed that the Participants saw themselves as lifelong learners. The Participants also
pointed directly to the role of their educational experiences and the role of their teachers as
role models as influential on their leadership success. The larger survey yielded similar
results to the interviews. (Sylvia, Grund, Kimminau, Ahmed, Marr, and Cooper, 2010) The
results also support the idea that self-efficacy of leaders can be developed through
13
education by providing the opportunity for the individual to experience Bandura’s four
principles of self-efficacy.
Self-efficacy research among women entrepreneurs. Following this line of
thought, Macnab, Jenner, and Worthley (2010) investigated the individual characteristics
and cultures of businesswomen. They had three hypotheses. First, that work experience will
cause an increase in self-efficacy; second, that managerial experience will increase self-
efficacy; and third, that the older the person, the higher the self-efficacy. Their sample
consisted of 1167 people involved in development programs. They found that individual
attributes (gender, experience) had a higher effect on the self-efficacy of the person than
cultural values, but that age did not influence the level of self-efficacy of a person
(Macnab, Jenner, & Worthley, 2010).
In the world of entrepreneurship research, many have examined the relationship
between self-efficacy principles and the success of entrepreneurs. For example, Fuad and
Bohari (2011) studied the relationship between the need for achievement and the success of
women entrepreneurs in Malaysia. One hundred and fifty women were selected from four
business entrepreneurship databases. The study showed a positive correlation between the
women’s need for achievement and the success of their outcomes. , The concept of self-
efficacy could apply here since a need for achievement could be categorized as emotional
status (Fuad & Bohari, 2011).
Research related to small businesses and entrepreneurial career choices agree with
Bandura’s model of self-efficacy, directly or indirectly. For example, BarNir, Watson, and
Hutchins (2011) argued that the presence of role models in the life of an entrepreneur
increases self-efficacy through vicarious experiences and career choices. Furthermore,
14
they hypothesized that “(a) the effect of exposure to entrepreneurial role models on
entrepreneurial career intention; (b) the difference in effects between men and women; and
(c) the mediating functionality of self-efficacy. Results indicate that role models have a
significant and positive impact on intention, that gender moderated the effects, and that
self-efficacy mediated it” (p.270) Role models do effect career choices for entrepreneurs,
as well as increase motivation based on knowing probable opportunities. Furthermore, the
beliefs of an entrepreneur’s abilities are increased both directly and indirectly by their
exposure to role models. The results also suggest that the effect of role models on women
is larger than on men. This might explain why the “women sphere” created by Saudi
Arabian women to provide role models through networking, forums, and informal
gatherings can have a positive effect. . The results of this study were valuable, yet lacked
the cultural aspect; given the unique structure of gender relationships in Saudi Arabia, this
may or may not apply.
In conclusion, researchers have implemented the self-efficacy theory on collegiate,
career, and entrepreneurial women. Most of the research done within these contexts found
that self-efficacy does affect women’s beliefs concerning their abilities to accomplish
success. Furthermore, previous literature suggests that self-efficacy can be attained at
different age levels and at specific tasks; one can be efficacious in performing one thing but
not another thing depending on exposure to the principles of self-efficacy concerning a
particular task. No literature has been done within the context of Saudi Arabian women.
Earlier research has shown that self-efficacy is not an innate trait; thus, it can be
changed through proper education (Hollenbeck & Hall, 2004). Understanding how Saudi
15
Arabian businesswomen leaders have accrued self-efficacy will help empower the future
generation of Saudi Arabian businesswomen leaders.
The Effect of Generational, Cohort and Small Groups
The selected Participants for this study are Saudi Arabian businesswomen leaders
and/or professionals who have actively participated in the early stages of initiating the
representation of women in regional Chambers of Commerce and Industry in Saudi Arabia.
However, there is the possibility of generational cohorts or a small group effect in the self-
efficacy of the groups selected.
In feminist studies, a “generation” or “wave” refers to the feminist movement, the
groups of women who advocated for women’s rights (Byers & Crocker, 2012). Sometimes
they are referred to as “feminist waves,” referring to the age group or area of these women.
Byers and Crocker (2012) suggested that a generation is linked to age or area, whereas a
wave is linked to ideology.
There are three waves of feminists in the United States (Byers & Crocker, 2012).
The first wave pushed for equal rights. The second wave resisted some of the ideology of
the first wave aggressive approach to pursuing equal rights. Similarly, the third wave of
feminists tended to have their own ideology but still adopted some second wave ideology.
When linked to Bandura’s self-efficacy theory (1995), one can argue that generations or
waves learn from each other directly and indirectly, creating a more self-efficacies group
(Byers and Crocker, 2012). In the field of sociology, Norman Ryder’s (1965) thesis titled
“The Cohort as a Concept in the Study of Social Change” explored the factors behind the
motivation of people. He defined a cohort as:
16
“The aggregate of individuals (within some population definition) who experienced the
same event with in the same time interval. In almost all cohort research to date the
defining event has been birth, but this is only a special case of the more general approach”
(Ryder, 1965, p. 848).
Ryder argued that a cohort of people can share a set of distinctive events and individual
character similarities and make up the cohort, which can be later studied in a cross-case
analysis of a given population within social change. Furthermore, he argued that
successive cohort development is dependent on education, group socialization, and
personal experience. Most importantly he argued that age or generation does not link
people to a specific category. Thus, a cohort can be seen as a small group.
Change and group dynamics in generational cohorts. In a case study done on
professional analysis teams in schools, Malinowski, Kachris, and Kennedy (1986)
highlighted research that was done by scholars in the field, such as, Beer, 1980; Greiner,
1979; Beckhard, and Harris, 1977; Beer and Driscoll, 1975; Argyris, 1970; and Beckhard,
1969. From these studies, they concluded that “when change is imposed rather than
voluntary, resistance tends to increase and cooperation tends to decrease” (p. 6). The
concept of slow emerging change versus mandated change has been recognized by groups
of Saudi businesswomen as described earlier.
On a related note, Lewin (1994) argues that how and why groups choose to change
is important to the understanding of social change, where group decision counts as a tool
for social change. He introduces the concept of gatekeepers as the leading influence on the
group decision. This concept makes group dynamics in the analysis of groups in general
quite important. Group dynamics is identified by Cartwright and Zander (1968) as “a field
17
of inquiring dedicated to advancing knowledge about the nature of groups, the laws of their
development their interrelations with individuals other groups and larger institutions”
(p.19). How groups form and the influence of group members on the decision to form is
important in the understanding of social pressures in the decision-making of Saudi business
women.
Festinger and Schachter (1995) argued that social pressures are often experienced
within informal groups as a way of maintaining social order. Time and distance also play a
key factor in the decision-making of informal groups. In the case of Saudi Arabian
businesswomen who were members of the business world prior to holding office in the
Chambers of Commerce, time and distance played a key role in their striving for change.
In summary, the generational cohort effect is a helpful concept in the case of
knowledge transference from one small group of women who share similar age or similar
ideology. In the following section I will give an overview of women, culture and
development from a global perspective.
Women, Culture, and Development
When doing research on the leadership of women within a certain culture, it is
imperative to first take in a global perspective on women, culture and development. Even
with a research agenda of educational reform, sociological, global and feminist
phenomena may have an effect on outcomes.
Research done in this field addresses many theories explaining women leadership
and advocacy development. I found much of the research done on women leaders and
advocates to be in agreement with Bandura’s (1995) model of self-efficacy (Figure 1).
For example, Maylei Blackwell (2006) described the concepts of power in creating new
18
space. Blackwell discussed the formation of the National Council of Indigenous Women
(CONAMI) as an example of how indigenous women differ in their ways of dealing with
social change. Indigenous women move between class and space, even with limited
access to capital resources and material resources.
Blackwell (2006) then analyzed their approaches, which she illustrated as three
threads. The first thread is described as the presence of women leaders in society, like the
role models in Bandura’s theory. The second is the existence of information exchange
environments in the form of forums, workshops, formal gatherings, and informal
gatherings. Third is the use of global forces to maintain the continuation of the network.
These three threads introduced by Blackwell provide an important and great opportunity
to facilitate self-efficacy development among indigenous women.
The indigenous women used forums, training sessions, and networking as a way
of information exchange. Thus, one can argue that the information exchange channels
played a role in facilitating social persuasion and vicarious experiences of the younger
generational cohort of women leaders. When I compared the NCIW with the Committee
to the National Committee for Women (NCW) in Saudi Arabia, I found similarities in the
information exchange channels. Therefore, it is important to explore the role of
information exchange environments in the form of forums, workshops, formal gatherings,
and informal gatherings in the development of the self-efficacy of Saudi businesswomen.
Furthermore, it will allow us to learn of exchange environments that might be exclusive
to Saudi Arabian women within their cultural context. Accordingly, it is vital to note that
in terms of gender segregation and religious affiliation Saudi Arabian culture is different
than the culture of the Zapatist of Chipas, a women’s movement in South America, .
19
It is important to keep gender related issues in mind while studying the
development of women’s movements. Louredes Beneria (2003) is helpful in
understanding of differentiation by gender in general. She emphasized that
“understanding gender divisions implies looking at both men and women from a feminist
perspective and with a special emphasis on women subordination and the pursuit of
gender equality” (p. 161). She argues that traditional development efforts have not met
expectations and that it is important for human development efforts to be people-centered
so as to fulfill the needs of different groups.
Further, Beneria (2003) argues that globalization has shifted the location
distribution of women and men in the workplace. Additionally, global economic
restructuring has caused market expansion and life commercialization. She also argues
that evaluating the effects of change on women could be challenging due to the tensions
around the issue. Moreover, she states that public visibility of women will increase their
engagement in all levels of active agency for their development in general In other words,
in order to obtain social development or change for women, it is important to consider the
visibility of women in male-dominated societies. The feminist perspective provides great
tools for understanding women in leadership as a phenomenon, and is also in agreement
with Bandura’s (1977,1995) self-efficacy model, specifically in how vicarious
experiences impact the development of self-efficacy for a person.
Women in Education. The visibility of women facilitates such development: “the
greater visibility of women in public life has deeply transformed their ability to engage in
active agency at all levels of social and political life” (Beneria, 2003). This can be linked
to one of Bandura’s (1995) principles of self-efficacy: the vicarious experiences that put
20
forward the importance of modeling leadership by women to other women, which can
influence the self-efficacy component of leadership. Even though Saudi Arabia is a rich
country, unlike the examples given by Beneria (2003), the argument can be quite applicable
to the analysis of the forces behind the self-efficacy of Saudi businesswomen leaders. On
the other hand, one can argue also that the visibility of unsuccessful women can model as a
negative example that might not help the development of self-efficacy among women.
Accordingly, one can argue that the visibility of Saudi businesswomen can further or
hinder the development of Saudi Arabian businesswomen self-efficacy. Thus, it is
important to include the concept of visibility of women as a component of vicarious
experiences among Saudi businesswomen.
Similar to Beneria’s (2003) argument, Thompson and Schied (1996), argue the
importance of the visibility of women in the development of women in adult education.
Although the argument is similar to Beneria’s (2003), the approach was diffirant. They
looked at invisibility from a historical perspective. They argued three possibilities for
the invisibility of women in history. First, since history was written by men, women were
invisible in it. According to Lerner (1979), “most historical sources were written and
collected by men, and depositories of resources were organized within the traditional
categories of male oriented history” (cited in Thompson and Schied, 1996).
Second, they argued according to Hugo’s (1990) concept of “circle effect,” which
claims that women were not a part of the men’s circle and that their views were not
valued. Third, they argued that the “explanation of women’s invisibility-
professionalization- seems particularly appropriate to an examination of women as
leaders in adult education” (Thompson and Schied, 1996). Although this argument is
21
regarding women in Western adult education, one can compare it to the Saudi Arabian
educational curriculum and find a profound invisibility of women leaders and women
issues. Although Lerner (1979) and Hugo (1990) were addressing history from Western
perspectives, their views can be applied to Saudi Arabian education for women.
But before comparing the invisibility of women in Western adult education to
Saudi Arabia, it is important to take a historical overview of how the educational system
was established for women in Saudi Arabia. Both Hamdan (2005) and Albubshait
(2008) gave detailed descriptions of the history of Saudi women’s education. Saudi
women’s formal education started after men’s formal education. Prior to that, women
used to study at “Alkutab,” a informal environment of teaching only the Quran and Quran
interpretation. A woman who memorized the Quran and had some knowledge of its
interpretation managed Alkutab.
Of course, it was by women for women. Most likely the first generational cohort
of Saudi Arabian businesswomen leaders went through this informal type of education.
According to Albubshait (2008), those Kutabs were funded by the parents, and the first
structured collaboration of parents funding of a formal Kutab was in Mecca in 1942. This
form of education continued until the early 60’s; after that the government of Saudi
Arabia started formal schools for girls using the same curriculum provided for boys. Even
then, girls were normalized to their assigned roles as Hamdan (2005) indicated:
This comes from the normalization of gender differences in the curriculum
content at all school ages for both boys and girls. Gender ideologies that can be
attributed to traditional and socio-economic value gained legal force in Saudi
society by being associated with Islamic teaching. (Hamdan, 2005, p. 45)
22
Most research done on women’s education in Saudi is in agreement with
Albubshait (2008) and Hamdan (2005). Furthermore, they illustrated the resistance that
the government and the pro-women movement faced upon opening the first formal
government school for women. The resistance was similar in nature to the desegregation
efforts of black and white education in the United States: “the Saudi Arabian government
had to intervene by force to protect the young girls whose parents wanted them to attend a
formal school (Almunajjed, 1997). Furthermore, women advocates of the rights of
women to higher education have been documented by many researchers:
But the history of women’s initiatives to achieve education reaches back to as
early as the 1940s. Lacey relates that around this time, when the Ministry of
Higher Education began sending a few bright young Saudi men11 to continue their
studies abroad, a bright young woman by the name of Fatina Amin Shakir wanted
to have the same opportunity. She applied for a Ministry of Higher Education
grant to study abroad, but the Ministry rejected the application saying that it was
immoral to allow young single women to study abroad. Fatina and her father
appealed to King Faisal, who was known to be a supporter of women’s education.
Fatina eventually became one of the very first Saudi women to hold a PhD. Her
thesis, which focused on the modernization of Third World countries, featured an
interview with King Faisal, the man who had made her dream comes true (Arebi,
1994; Lacey, 1981). Fatina Shaker, a women Saudi anthropologist and perhaps the
first to obtain a PhD degree from an American university (Purdue), believes that
denial of women’s rights is rooted in the hegemony of social practices, dubbed by
23
Fatina as customary laws or traditions, rather than rooted in Islamic essence
(Arebi, 1994, p.217), (Hamdan, 2005)
Since the curriculum was intended to educate men and was written by men,
women were invisible in it. Thus, the early generation of businesswomen advocates
might not have had the opportunity to develop their self-efficacy through the government-
provided curriculum. Though the government’s intentions were to educate women, a lack
of expert knowledge on the importance of a curriculum designed by and for women
influenced women education.
As a Saudi woman born and raised in Saudi, I obtained my K-12 education in
Saudi Arabia. I remember being taught a subject called “women’s rights in Islam,” which
was new to women’s education at the time. Nevertheless, much of the content was
heavily influenced by the ideology of Islamic brotherhood, which will be discussed later
in this chapter. In short, it is an ideology that is against women’s development. (Le
Renard 2008).
Accordingly, one can argue that the visibility or invisibility of women in public,
the designed curriculum in our educational system, and the Saudi Arabian representation
of women as historical contributors to the development of the country can positively
and/or negatively affect the development of the self-efficacy of the new generational
cohort of business women advocates and entrepreneurs. Bandura’s (1995) vicarious
experiences can positively develop when women are publicly visible to other women. Yet
a lack of public visibility can also develop the self-efficacy of women through emotional
status and the feeling of deprivation of rights as effective recognized citizens.
24
Looking at how and why Saudi women accomplished their increasing presence in
education can be very similar to how and why Saudi women accomplished their
increasing presence in the business world, both locally and globally. Thus, the literature
provided above can be a good source in the design of the research instrument, which will
be discussed in chapter three on methodology.
In summary, one can say that Blackwell’s (2006) “three threads” provided an
insight to where and how indigenous women can empower the development of each
other. This was indirectly supported by Beneria’s (2003) report, which addressed the
importance of the public visibility of women to promote development. Thus, one can
claim that public visibility creates opportunities for women to develop their self-efficacy
through Bandura’s self-efficacy principles of vicarious experiences. Furthermore, by
looking at women advocacy in the Saudi Arabian educational system within a Saudi
Arabian cultural context, similar pursuits can be found that give insight into women’s
leadership and advocacy in business.
Reform Attempts and Outcomes in Saudi Arabia
In order to frame women advocacy within a Saudi Arabian cultural context, I will
now look at the research done on reform attempts and outcomes in Saudi Arabia. The
following literature shows that Saudi Arabian women tend to use strategic efforts, and
that the business community has led great reform efforts without street protests. But
researchers focused on gender equity and women’s development differed in their
perceptions of the role of Saudi women in social, organizational, and political reforms.
Some acknowledged a brave and positive role of Saudi women, while others highlighted a
more passive role.
25
Richard Curtiss (2003) acknowledged the participation of Saudi women in the
demands for national reform efforts. He gave an example of the revolutionary, peaceful
protest by Saudi women against the ban on driving automobiles and noted that “at the
time of the first Gulf War, an unsuccessful attempt at reform began when Saudi women,
all of whom can drive when abroad, showed up behind the wheel of their cars for a day”
(p.3). The peaceful 1990 protest was faced with resistance at both the cultural and
governmental levels. Consequently, many of the demonstrators temporarily found their
careers at risk. But there was a profound influence by the business community on social
and political reform in the context of the economic uncertainty at the time.
Further development a decade later, under the support of current King Abdullah
bin Abdulaziz Al-Saud, one can see the governments efforts to enact change. Boys’ and
girls’ education was consolidated, and women gained the right to obtain an ID card,
instead of being added to the ID card of her guardian(Curtiss, 2003). Though the above
examples might be viewed as only symbolic to the empowerment of Saudi women, it did
impact the development of self-efficacy among Saudi Arabian businesswomen leaders
through Bandura’s (1995) self-efficacy principles, vicarious experience, verbal
persuasion. According to both Albubshait (2008) and Hamdan (2005), when the Saudi
government first initiated a formal girls’ school, the media broadcasted the importance of
women’s education; educational and Islamic scholars were invited on at the local and
global levels to persuade people to engage in the change. Such government intervention
fits into the verbal persuasion principle of self-efficacy (Bandura (1995).
The subject of gender segregation in the Kingdom of Saudi Arabia has been
included in many research studies in Saudi Arabia to further describe the cultural context
26
of the life of Saudi women in various fields, by both local and foreign researchers.
Amelie Le Renard (2008) offered an interesting perspective in her illustration of gender
segregation. Le Renard argued that the gender segregation in the Kingdom was attached
to the Kingdom’s striving for development. This very segregation helped develop a
women category, which accordingly has created a “Women Sphere,” as she called it. The
“Women Sphere” helped women create a parallel world to their male counterparts.
Most importantly she highlighted the presence of the Islamic revival movement,
what is called Sahwa in Arabic (Le Renard, 2008). This movement is the product of the
influence of the Islamic brotherhood (Ikhwan Muslimin) that was founded in Egypt many
years ago. It is important to note that the Islamic Revival Movement has historically been
against any social, organizational, or political reforms that would benefit Muslim women.
Such negative views supported by the Islamic revival movement might have contributed
to Bandura’s (1995) self-efficacy development among Saudi businesswomen leaders
through the physiological and emotional status principle. Feelings such as anger and the
fear of completely losing one’s rights could contribute to the development of self-
efficacy.
LeRenard did extensive fieldwork Riyadh, the capital city of Saudi Arabia in
2005, then again in 2006 and 2007. . It would have been very interesting to see a parallel
study done in cities known for their liberal views (such as Jeddah), or the Eastern
province, where the notion of gender segregation seems to be fading. Both Jeddah and the
Eastern province are, to some extent, more open to change, possessing more liberal sub-
cultures. The previous context gave birth to new, more educated and organized initiatives
27
of reform. There was resistance to the impractical social norms and practices in the
country—practices that had been created by a conservative interpretation of Islamic Law.
Another example of resistance to gender based inequality among Saudi Arabian
women was the recent initiative of Manal Alsharif. Alsharif a professional women in her
early 30’s working in ARAMCO, the Saudi-American oil company, launched a campaign
called Women2Drive on Facebook, Twitter, and YouTube to spread awareness of the
right for Saudi women to drive. In a video posted on YouTube by Ms. Alsharif, she
pulled evidence from a Ministry of Interior Law document found online and referred to
the specific driving regulation that has been so controversial for such a long time. She
then supported her argument with HRH King Abdallah Bin Abdulaziz’s reply to a
Barbara Walters’ question on the ban on driving for Saudi women. He said that the law
does not prohibit women from driving; it is the culture of big cities that does (Amnesty
International, 2011). Unlike suburban and rural cultures, where the idea of women driving
is acceptable, urban cultures reject the idea of women driving.
Al-Sharif also gave three other examples of speeches given by top officials, such
as HRH Prince Sultan Bin Abduaziz, the former successor to the King, as well as HRH
Prince Naif Bin Abdulaziz, the former successor of the King and the Minister of Interior _
may God rest their souls in peace and grant them the highest of heavens. These oratorical
examples are in addition to religious justifications on the issue with evidence from
Islamic history and texts, which support her argument that mobilization of women is not a
violation of Islamic teaching. She specifically refered to her actions as an awareness
initiative and urged other women to do it on their own, not as a demonstration but as a
way of performing one’s right.
28
The police, who are not used to women driving, later arrested her. The religious
police, who represent a conservative interpretation of Sharia law, were called in on the
case. Even though the local police did not accuse her of a traffic violation and released
her a few hours later, Alsharif was arrested again by the religious police and accused of
five criminal charges. The two most important charges were “instigating a public
opposition” and “urging women to resist” This is not a crime in Saudi Arabian law,
according to her lawyer via a press release by Elaf News (2011), an Arabic electronic
newspaper. During and after the incident, many scholars, activists, and moderate
religious leaders (some representing the government) opposed the actions by the religious
police and the unjust criminal charges filed against Alsharif.
Similarly, Sifa Mtango (2001), who wrote A State of Oppression? Women’s
Rights in Saudi Arabia, argued that the law implemented in Saudi Arabia is just an
interpretation of Sharia law and that it is not necessarily a reflection of the textually
intended meaning. Some of the rights Saudi women are entitled to, and not necessarily
able to practice, are the universal laws given to them upon the ratification of (CEDAW)
and the conservative interpretations of the Qur’an. Mtago reported profound restrictions
imposed on Saudi Arabian women in the name of Sharia law, including veiling style,
gender segregation, employment opportunities, and demobilization. Further, she said that
although it is important not “to dismiss the Islamic understanding of human rights,” it is
equally important to challenge its interpretations and implementations. She also talked
about the presence of positive changes in women’s rights in the business world through
the initiatives of the Chambers of Commerce.
29
Likewise, an article called the Silent Revolution (1995) published in The
Economist talks about business opportunities and conditions for women in Saudi Arabia.
The article stated that 40% of the private wealth in Saudi Arabia is in the hands of Saudi
women. Saudi women own one fourth of the property in Riyadh, the capital city of Saudi
Arabia. Saudi women also own half of the property in Jeddah, the second largest city.
Due to the lack of empowerment in the public sector, more and more women have
turned to private businesses. Businesses of Saudi women vary by sector; some are in the
construction business, but the majority are in retail. Most of the retail businesses are in
shopping malls, which are only operated by men catering to women. At the time in which
the article was written, there were a few businesswomen with large businesses who chose
to keep a low profile. The article also highlighted the conditions in which Saudi
businesswomen have had to survive. This included their inability to travel without a
permit from their male guardian, and their inability to physically operate their business at
the business location (which is often the topic of jokes among businesswomen at business
dinners, as they recognize that change must be slow and silent). However, Saudi woman
have come a long way in their understanding of their rights and strategic development
approaches. Unlike in the past, Saudi Arabian women in the present are more educated,
wealthier, and inpatient when it comes to reform efforts.
King Abdallah Bin Abdulaziz supports the development of women in Saudi
Arabia. If there is resistance to women’s development it is mostly due to a
misunderstanding of Sharia Law. This can help the researcher formulate questions to
understand if such current resistance to and from women’s development is causing
30
women to feel an “emotional status” (Bandura, 1995) that is causing their self-efficacy to
develop in their pursuits to advocate for businesswomen reform initiatives.
Conclusion
In conclusion, researchers have implemented the self-efficacy theory on college,
career, and entrepreneur women. Most of the research done within that context found that
self-efficacy does affect women’s beliefs concerning their abilities to accomplish success.
No literature was found within the context of Saudi Arabian women. However, the effect
of self-efficacy can be presented among other cultural contexts, like the indigenous
women Blackwell studied. Bandura’s theory presented itself within the context of
Blackwell’s three threads: the importance of the presence of women leaders in the
society, the importance of the existence of information exchange environments in the
form of forums, workshops, formal, and informal gatherings, and the use of global forces
to maintain the continuation of the network as a way to facilitate the performance
accomplishment One can see this in all of the three threads that he suggests. In
Blackwell’s first thread, he highlights. The presence of women leaders within an
indigenous society can be seen as the vicarious experiences principle of Bandura’s self-
efficacy theory. In the second thread Blackwell highlights. Such environments can make
it possible for businesswomen leaders to model their activism to other women, as well as
have the opportunity to perform Bandura’s verbal persuasion principle of self-efficacy.
Finally, Blackwell suggests that, vicarious experiences and the verbal persuasion
principles of self-efficacy.
Furthermore, previous literature suggests that self-efficacy can be attained at
different age levels and at specific tasks; in other words, one can be efficacious in one
31
aspect but not another depending on exposure to the principles of self-efficacy concerning
a particular task. Earlier research showed that self-efficacy is not a trait, thus, it can be
changed through proper education (Hollenbeck & Hall, 2004). Accordingly,
understanding how Saudi Arabian businesswomen leaders have accrued their self-
efficacy will help the government in their efforts to empower the future generation of
Saudi Arabian businesswomen leaders.
At the heart of all the literature is Bandura’s (1995) framework of self-efficacy,
defined as the belief in one’s capability for goal attainment. The sources of these beliefs
are the four principles of self-efficacy: performance accomplishments, vicarious
experience, verbal persuasion, and emotional status . The rest of the literature provided
above will guide the researcher in formulating questions and choosing the right concepts
to help explore and describe the phenomenon. Its universality makes it the best
framework to answer my research questions.
32
Figure 1 An approach in using Bandura's self-efficacy model (1995) within a Saudi
Arabian Context focusing specifically on businesswomen and advocates.
33
CHAPTER THREE
Methodology
To address the research questions, a multiple case study design was implemented
through qualitative interviewing of six Saudi Arabian businesswomen who represent the
major three cities in Saudi Arabia. Due to the various definitions and types of qualitative
case studies, I will provide an explanation as well as a description of the case study method
used.
Case Study Method
According to Merriam (2009), a case study is a method that can be utilized for
many disciplines to closely examine an unexplained phenomenon. From an
anthropological perspective, it can be used as a descriptive tool of a “Thick” description to
a given phenomenon. Also, it can be used as a particularistic in which the researcher can
give close attention to a specific event or a phenomenon. Furthermore, it can be utilized
for heuristic reasons in which the researcher provide means to understanding a given
phenomenon. Last but not least, it can be inductive, where it provides reasoning to the
given phenomenon (Merriam, 2009).
The case of Saudi Arabian female leaders and advocates as a phenomenon has not
yet been studied as a case. My goals were to find out how they came about, what helped
and hindered their efforts and how they differed by generation. A descriptive approach was
used to understand these goals, to show the complexities of the context they lived in, and to
illustrate the differences and similarities between the groups. (Merriam, 2009)
34
Merriam (2009) argued, “A case study might be selected for its very uniqueness,
for what it can reveal about a phenomenon, knowledge to which we would not otherwise
have access” (p.46). Thus, it was possible to use the cases of the Saudi Arabian
businesswomen leaders who contributed in the early stages of the establishment of the
ladies’ sections at local Chambers of Commerce due to the small number of women in each
city’s group. Furthermore, the uniqueness of the phenomenon made the use of a case study
appropriate within the context of Saudi Arabian businesswomen.
On the other hand, Yin (2003) identifies the possibility of using individual political
leaders as a case study unit in which multiple case studies can be combined for comparative
purposes. Accordingly, I implemented a multiple case study as a unit of analysis to
examine the self-efficacy component of leadership of businesswomen in the Kingdom of
Saudi Arabia in different regional contexts (Ogawa & Achinstein, 2006). The research was
conducted in English due to the participants’ fluency in the English language. An Arabic
translation was provided at the request of the participant.
Due to the culture and language of the participants, the research was conducted and
written from a cross-cultural perspective to ensure that a culturally appropriate research
design was embedded in the data collection process and protocol (Ryen, 2002). In the
following sections, I will provide detailed explanations of participant selection, data
collection, timing of the interviews interviewer, interview instrument, transcription and
analysis.
Participant selection. The participants were six Saudi Arabian businesswomen -
participant’s leaders and professionals who actively participated in the early stages of the
physical representation of women in regional Chambers of Commerce and Industry in
35
Saudi Arabia. Even though the case studies cannot be generalized, they provide a great
chance to hypothesize for future research. Participants were selected as representatives
from the three main cities in Saudi Arabia: Riyadh, Dammam, and Jeddah. (See figure 2)
A phone interview was conducted (due to the geographical location and time
limitations of the study). All six Participants chose to do a phone interview. The interview
was recorded as planned and was saved on the personal computer of the researcher with a
password to ensure the confidentiality of the Participants. Participants were chosen based
Figure 2 The Saudi Arabian Map illustrating the three geographical locations,
Riyadh (the capital City), Jeddah (western province main city), and Dammam
(Eastern Province main city)
36
on their current position in the Chambers of Commerce, as members of board or as
members of National Committees within in the Chambers of Commerce.. (See table 1)
Table 2
Interviewee Demographic
Generation Riyadh (C) Jeddah (J) Eastern Province (E)
1st Generations/
Cohort
Conduct an interview
Use Pilot Interview + Conduct interview for research Q2
Use Pilot Interview + Conduct
interview for research Q2
2nd Generations/
Cohort
Use pilot interview +
conduct interview for research Q2
Conduct an Interview
Conduct an Interview
Geographical location. The three Saudi Arabian businesswomen represent the
kingdom’s three major cities. These cities, Riyadh, Jeddah and Dammam, represent three
diverse geographical regions of the country (see Appendix B). The Provinces containing
these cities are Central, Western and Eastern.
Data Collection
A qualitative interviewing method was used to answer the research questions. A
semi-structured approach was used to allow the interviewer to ask follow-up questions that
were relevant to how the participant answered the pre-planned questions (Spradley, 1979).
Contingent upon the Participant’s permission, interviews were digitally recorded,
transcribed, and coded in preparation for analysis.
Timing of interviews. There are two important elements of the timing of the
interviews that need to be highlighted for the purpose of this study. One is the timing of the
37
actual interviews with the participants. The second is the time of the interview in relation to
the establishment of businesswomen sections at the Chambers of Commerce.
The interviews took place in early June to avoid conflicts with the potential summer
vacations of the participants as well as with national Islamic holidays. Most Saudi Arabian
families of the upper socioeconomic class spend their vacations abroad. Vacations vary in
length, between a month and three months depending on the trip plan. Some
businesswomen might use some of their vacation time to do business.
Furthermore, Ramadan, the Islamic holiday, is a month of fasting that starts on the
20th of July and ends on the 18th of August in 2012. Also, in year 2013 Ramadan started on
the 9th of July and ended on the 7th of August. Fasting starts from sunrise and ends at
sundown. After the breaking of the fast, prayer ceremony sessions take place at the mosque
until midnight. It is important to note that even though Muslims are encouraged to work
during the month of Ramadan, out of respect for the participants and their comfort, it was
essential to conduct the interviews before the start of this month or after it. Ramadan is
followed by a five-day Islamic celebration. This again meant that the participants would be
busy with their families and extended families during this time. Last but not least, the pilot
study was conducted in 2012-2013 and was expanded in 2013-2014.
In regard to the establishment of the women section’ of the regional Chambers of
Commerce, it is important to note that the interviews were conducted years after the initial
establishment of the women sections at the Chambers of Commerce and its council.
Interviewer. The interviews were performed by the researcher, myself, who was
formerly the General Manager of the Department of Business Women Affairs at the
Council of Saudi Chambers of Commerce and Industry. Thus, I knew most of the
38
participants personally as well as professionally. Previous relationships between
participants and the interviewer could be viewed as a limitation. However, an “emic”
perspective is as important as the “etic” and can add depth to this area of study (Marin &
Marin, 1991).
The businesswomen affairs section of the Council of Saudi Chambers was
established quite a while after the establishment of the three main Chambers of Commerce
in Riyadh, Dammam, and Jeddah. Consequently, all six participants had experience
working in/with the Chambers of Commerce and Industry before the researcher began. The
participants were part of a generation of Saudi women that made it possible for many other
Saudi Arabian businesswomen to be heard in the business world at national and
international levels.
Interview instrument. The interview used Bandura’s (1995) model of self-efficacy,
mastery experiences, vicarious experience, verbal persuasion, and physical emotional
status. Appendix A covers general background for each of the participants as well as
specific questions related to Bandura’s self-efficacy model. The interviews were 60
minutes in length. They were audio recorded and then transcribed. After the interview,
themes were identified and coded. A set of open-ended questions was used “to minimize
the imposition of predetermined responses when gathering data” (Poland, 2002, p.353).
Probing questions and follow-up questions were also used to clarify the participant’s
answers if needed. Spradley (1979) suggests starting the interview with greetings, then an
explanation of the project, and then questions. Further, rapport-building was used
throughout the interview session to complement the efforts and professionalism of the
participant. The identity of the participant was kept confidential to allow the participant to
39
be relaxed. At the beginning of the interview, the participant was assured of confidentiality
to put her at ease, due to the sensitivity of some questions such as those in the financial
category (Poland, 2002).
Due to the time difference and distance, the interviews were conducted via phone.
The participant’s were anywhere that was comfortable for them, as long as it was quiet
enough to ensure quality of recording (Poland, 2002). The Interview Questions in
Appendix A were the general targeted topics for the interview. Additional questions were
added depending on the information provided by the participants to clarify certain points as
related to Bandura’s self-efficacy principles (1995). The interviews were conducted in
English or Arabic, depending on the participant’s preference.
Table 3
Interview Questions Table
Type of Question
Stage or Principle
Interview Questions Feeds to Research question
The type of the question 1. Weather it is a background question or a question according to the frame work chosen for the study. 3. Or an interview rap-up question.
Will state the stage or role of the participant (Education/Career/Business) And or will state the self-efficacy principle that the question is targeting.
The interview question will be stated in this section with possible of prop questions.
This section will have an indication of what research question can be answered by the interview question
Transcription. All interviews were conducted via phone and were digitally
recorded. The interviews were transcribed and coded for analysis. The coding, which will
be described in the analysis section, was performed according to Merriam (2009).
40
Pseudonyms were used for the participants to maintain anonymity. Due to the uniqueness
of the participants and their work as businesswomen advocates, their identity could
potentially be identified by people who worked with them or people who know them or
lived the history of this phenomenon. Therefore, sections in the transcription that might
identify participants to the reader were taken out for confidentiality purposes.
Furthermore, for member check purposes, a copy of the transcription was then
sent to the participant to further ensure confidentiality, and accuracy of the transcription.
Participants were allowed to read it and take out sections that might indicate their identity
(Poland, 2002). Only a sample of the transcription was provided here in the appendices to
further protect the identity of the participants.
Analysis
Analysis follows Merriam’s (2009) recommendations on conducting case studies
using interviews for inductive and comparative findings that are descriptive. Themes
and/or categories were extracted after the transcription of the interviews. It is important to
highlight that case studies are defined differently from scholar to scholar. As noted for the
purpose of this research, Merriam’s (2009) recommendations were used.
For the analysis of the data collected, Bandura’s self-efficacy model was used to
articulate the facts obtained during the collection process. Bandura (1995) defines self-
efficacy as the person’s belief of his or her ability to perform a task. The first principle is
performance self-efficacy, which is derived from accomplishment. In other words, it is
simply a person’s belief in one’s ability due to previous accomplishments or performance
of that particular task. In the case of my participants, the task is advocating for the
establishment of businesswomen sections at the local Chambers of Commerce that
41
physically provides services for businesswomen. Second, vicarious experiences are
derived from role models or peers who were able to accomplish success, which
accordingly influences the belief of a person that they also can accomplish success. Third,
verbal persuasion is what other people within your circle of influence tell you about your
own ability. Fourth is emotional status, which is the inner belief of a person who did not
experience attaining the goal, nor encountered others who were able to attain it, nor had a
mentor to tell them they could do it, yet still feel they can. Furthermore, the emotional
status principle can be negative or positive—yet either way it results in accomplishing
the task (Bandura, 1995). Coding was done according to indicators of each principle, and
then compared with other principles as well as other participants in the cross-case
analysis of two generational cohorts (Merriam, 2009). For confidentiality purposes and to
protect the identity of the participants, sections were taken off the transcription.
I realize that there are limitations as well as advantages to doing this study in the
manner I have designed it. One of the limitations is the geographical distance between the
researcher and the participants, which can be overcome by modern technology (Skype),
and phone. Financial constraints, such as the cost of traveling from the U.S to Riyadh,
Dammam, and Jeddah to interview the participants, can be removed through this
technology. The previous relationship between the researcher and the participants could
be both a limitation and an advantage. Marin & Marin (1991) define an emic perspective
as an insider’s prospective and an etic prospective as an outsider’s perspective. Thus, an
emic perspective is as important as the “etic” and can add another dimension to this area
of study It can provide valuable input due to the pre-established trust between the
participants and the researcher. Furthermore, since I as the researcher am from the same
42
culture and speak the same language as the participants this can eliminate cultural and
language misinterpretation. From a cross-cultural perspective and due to the private
nature of Saudi Arabian women sphere (Le Renard, 2008) in general the information that
will be attained can be very valuable due to the “emic” prospective of the researcher.
Another limitation would be the language of the participants. Although all the
participants understand the English language, some may have preferred to do the
interview in the Arabic language Therefore a translated copy of the questions was
available if the participant felt more comfortable doing the research in Arabic. A local
reviewer was also consulted to validate the translated questions.
However, even with these limitations, the information that was provided is very
important as a pilot study for future research. This research can be of a great benefit for
future studies on the topic of the production of future Saudi Arabian women through the
educational system. It can also benefit research on how Saudi Arabian businesswomen
create their set of self-efficacy within small advocacy groups. In general, this study will
be of great benefit for documentation and synthesizing historical facts. It will be a great
tool of current analysis and for future reform initiatives in pursuit of Saudi women and
their further development in business.
43
Figure 3 Logic of reporting single cases, and cross-case analysis that guided
recommendations.
44
CHAPTER FOUR
Results and Findings
This case study examines the self-efficacy component of Saudi Arabian
businesswomen in three main regions of the country: Riyadh, Jeddah, and the Eastern
Province. In this chapter, I will present the results and findings of the data collected via
qualitative interviews with the Participants. The interviews resulted in massive amounts of
information. For the purpose of this study, I will focus only on the data relevant to the
research questions.
First, I will provide the reader with background information on each Participant, an
overview of the Participant’s family status, education level, and career choices. Then I
will address the questions in order:
• What do Saudi Arabian women identify as the most important factors furthering
and hindering the development of their self-efficacy to advocate for a larger role for
women in business?
• In what ways does self-efficacy affect the leadership roles of Saudi Arabian
businesswomen during a time of major local and global change?
• Does the self-efficacy of businesswomen leaders/advocates differ by generational
cohort?
The titles for each single case will indicate the sequence in which the interview was
conducted and the generation the Participant belongs to. For example, Riyadh Participant
case: 2nd Participant means that the Participant was interviewed with the second group.
Riyadh Participant Case (C1): 2nd Participant, 1st Generational Cohort
Background information
45
Family Status. C1 was born into a well-known family in the capital city of Riyadh.
Her family owns one of Riyadh’s largest retail and service business. Her father, who is her
role model, has assumed many voluntary advocacy roles in the business world. Any
identifying quotes about her father were deleted from the transcription due to
confidentiality purposes.
Education Level. C1 obtained most of her education abroad. She earned her
bachelors’ degree in Switzerland, during which time she was able to get a degree in
translation in three additional languages: English, French and Italian. When asked about the
languages she spoke besides English, and French, she replied “Arabic and Italian”
Career. According to C1’s resume, she started working as an employee in the
government sector upon her arrival back to Saudi Arabia from Switzerland. She then
moved into the private sector. C1’s business targeted women in the vocational sector, as
she indicated during the interview: “The main business is in the training sector. Training
on Computer skills, management and finance skills, soft skills, learning the English
language, and employment. Of course all provided to women only.” She also added
investment training to her services in 2000
Table 4
C1's Background Information
Background information C1 Family • Well-known family
• In the retail and Service business • Father plays a major role in the business
community Education • Educated abroad
• Bachelors in translation • Attended Training
46
Career • Worked as a government employee then resigned • Owns a training and development business • Services in various committees
Factors Helping and Hindering the Development of Self-efficacy Among Saudi
Arabian Businesswomen.
A description of the Participant sense of ability to advocate. C1 had a high sense of
ability in her pursuits of the empowerment of women. She was able to utilize her
connections to strategically reach her goals. When asked about how the women section at
her local chamber of commerce and industry was initiated, she replied “I was the [Deleted
for confidentiality purpose] (leading member), and we (referring to the group of women)
wanted to establish a database, to know if there are actually business women, because most
of the investments were aaaam some of the investments are for men but the under a women
name. The goal was to identify women investors, who run their investments.” She
continued describing the process they followed to reach their goal of attaining a larger role
for women at the her local chamber: “it was through an official request by a group of
women that illustrated the need of businesswomen in Riyadh for an entity special for
businesswomen in the Riyadh Chamber of Commerce and Industry. A section for women,
so the request was submitted and was delivered to the chairman of the Riyadh Chambers”.
Such an approach shows her belief in her cause without fear of resistance.
Furthermore, her ability to advocate for her cause because she believed in its good
for Saudi women was shown in her surprised reaction of the level of resistance by
opposition groups: “at first, I was surprised that we would face resistance against it. And,
47
since we have the need and we are not doing anything that is against our sharia, Islamic
law, why not? Why not does the request? And I continued nonstop.”
Also, her ability to advocate for changing the image of Saudi women was
highlighted when she was asked about the global contributions to her advocacy pursuits,
she said
C1: perhaps only, the only influence was aaaaam … I mean their views of Saudi.
Saudi women cannot do anything you know what I mean?
R: you mean their negative image of Saudi women, that “we can’t do?”
C1: yes, and I rejected that. They used to be surprised that I was a Saudi woman.
And that Saudi woman can’t do anything. So, I was pushing that no Saudi women
can do and will do and you know what I mean.
How the description relates to Bandura's (1995) model of self-efficacy.
Vicarious experiences. Her father was her role model; she talked about his
influence in her life several times, voluntarily. “ So, he had a big role in my career life,”
she stated. When asked about any role models in her life, she responded, “of course,
[Name, deleted for confidentiality purposes], my father…Since, I was a young he was my
role model.” Her father was/is one of the region’s well known business names, and he lead
and was a part of many business policy reform efforts. When looking at her policy reform
efforts one can argue that her accomplishments reflects her father’s image.
Being part of a business-oriented family could have given her the vicarious
experience that she needed as a successful businesswoman. Furthermore, the fact that she
specifically identified her family experiences as important to her, one can argue that
48
following in the footsteps of her father was a vicarious experience, and contributed to her
success as a policy reform advocate. These observations and descriptions are consistent
with Bandura’s theories.
When asked if she agrees with the idea that public visibility of women in these
positions might have impacted their efforts in the initial stages of work with the Chamber
of Commerce, she highlighted the importance of being visibly present to be a role model to
the younger generation, although during her time public visibility was not encouraged due
to possibility of resistance.
Of course it is important. And healthy because we face resistance and the resistance
causes fear among some women. When those issues are covered in the media the
level of fear will fade and more women will join this sector without fear. Aaaaam,
and start as entrepreneurs.
She described it as “at first we were keeping a low profile. Ok. Because back then if there
was public visibility with it comes resistance and misunderstanding and that will delay our
efforts.” Her thoughts on the importance of public visibility may reflect the impact of
public visibility on her own self-efficacy, perhaps through her vicarious experience
watching her father and her business oriented family. Thus, she agrees with the importance
of supporting the manifestation of a newer generation of Saudi businesswomen.
Verbal persuasion. Her father’s role in her career as mentioned above went beyond
a vicarious experience. It extended to the verbal persuasion to achieve higher education,
and support in her career endeavors. She described his role in verbally persuading her to
continue her formal education. She wanted to take an easier option of a two-year diploma
49
in translation, which was not a college degree, instead of a four-year college diploma.
When asked about the ways her role model impacted her confidence in her ability, she said:
During high school there was an option for me to continue translation without
finishing high school. There was a training institution that provides a translation
certificate without finishing high school. But my father said no. He said finish
your education in its all-official levels then do what you want.” Through his verbal
persuasion, he communicated his expectations of her ability and talked her into
continuing her education in all its “official levels.
Furthermore, I asked C1 whether the education she obtained provided her with role
models. She replied they might have not provided her with a role model, but they provided
her with encouragement that she is different. She said:
It was more like, at the end you must do something, to understand more, to you
were not born to walk like everyone else, you know what I mean. You must
achieve, you must aaaam, even when you are in vacation two weeks a month doing
nothing, at the end you must aaaaaaam plan to find time to do something. And that
you can do things for you and for others aaaaam and the society that surrounds you
Her friends have also played a role in confidence building through the circles that
she used to circulate in during school. She said, “We used to be a group we would support
each other. We believed that we all can do something reach our dreams. Aaaaam when one
go through down times, the other would say no, you can do it, you know what I mean”
Although, she did not directly state that she got verbal persuasion through training,
training can provide a “women sphere” that could facilitate verbal persuasion to fulfill
50
other businesswomen’s needs by establishing the ladies’ section, which eventually could
lead to a feeling of citizenship. Another space in which she could have found a verbal
persuasion was through training and development.
Performance accomplishment. C1 obtained her education abroad in which she was
encouraged to join teams and learn to be a leader and a follower, as she stated. She clearly
indicated the effect of her university teamwork activities in her ability to lead committees
at the chamber of commerce:
the University was about team work, anything we work on was a team work. The
teamwork that we used to do in college in all our projects was one of the reasons
why aaaaam the reason of success in working in committees in the chamber of
commerce. Aaaam leading as much as working as a team.
She learned to avoid unnecessary resistance in her advocacy pursuits by keeping a
low profile until the Saudi Arabian culture became more educated and accepting to the
inclusion of women in the business world. She gave this low visibility as a necessary first
step: “at first we were keeping a low profile. Ok. Because back then if there was public
visibility with it comes resistance and misunderstanding and that will delay our efforts.”
Then she clarified on visibility in the present time:
We should not keep low profile. We need to be out there to encourage young
women, and support them. It is now our duty to support those young women to
lead by starting investments, lead by creativity and innovation, I mean opposite to
the previous situation
This experience appears to have equipped C1 in her current effort of women empowerment
and advocacy for specific issues that can and or might face resistance.
51
Emotional Status. It is clear that C1 feels greatly responsible to enhance the image
of Saudi Arabian women globally. Perhaps this is because C1 lived most of her life
abroad. When asked if her global experiences have influenced or encouraged her in her
advocacy pursuits to empower Saudi women in business, she said “No.” However, she
continued on to state a negative influence, which filled her with a desire to change negative
views of Saudi Arabian women. She said,
C1: perhaps only, the only influence was aaaaam … I mean their views of Saudi.
Saudi women cannot do anything you know what I mean?
R: you mean their negative image of Saudi women. That we can’t do.
C1: yes, and I rejected that. They used to be surprised that I was a Saudi women.
And that Saudi women can’t do anything. So, I was pushing that no Saudi women
can do and will do and you know what I mean.
R: aha can …
C1: the opposite, so the environment there was that Saudi women can’t and will not
do anything.
This was an image she took upon herself to change. Her feeling that she was doing the
right thing also played a huge impact in her self-efficacy. She said:
Because I believed that what we are requesting was right not wrong. You know
what I mean it is not against “Sharia” law. And we needed it and we need to
change this situation and those convictions or ways of thinking and dealing with
women.
That is despite the fear of other women started with her and then stopped because they
were afraid of the resistance. When asked to describe the resistance she said,
52
it was when we requested, the fear of “ikhtilat” co-ed work places. For some even
women work in general was not right and consequently they wanted to make us fear
going forward. Of course some did get scared and withdrew and some continued
Table 4
C1's Self-Efficacy According to Bandura's (1995) Model
Participant Self-efficacy principle Relevant key events C1 VE • Father as role model
• Studying abroad • Business Family
VP • Father’s role • Education abroad
provided her with encouragement that she was deferent.
• Training and development.
PA • Education abroad • Teamwork • Avoiding resistance
in her empowerment pursuits
ES • Citizenship/ • obligation to help
women • Misrepresentation as
a Saudi women • Changing the
negative views of Saudi women
• The resistance of the Opposition groups.
Factors Helping and Hindering.
Factors Helping. C1 identified a few factors that are helping her develop self-
efficacy, such as her education abroad, resistance by opposition groups, teamwork building
53
in college, educationally supported creative thinking, analyzing, being outside of the norm
and her innovations and work experiences in the private sector (see Table 4).
C1’s education was a factor in the increase of her self-efficacy in many ways as
shown in Table 4. First, she developed a certain level of citizenship abroad, as well as an
understanding of the needs of business women that she now felt obligated to advocate for.
When asked about the role education played in her self-efficacy, she said, “of course, my
educational background have helped me aaaam not abstain, and with the overall picture I
was encouraged to continue. The picture of needs, the needs of businesswomen to have an
entity, I was encouraged to continue.”
Also, the encouragement she received from teamwork equipped her with the social
skills she needed to work in the chamber’s committee: “the University was about team
work, anything we work on was a team work. The teamwork that we used to do in college
in all our projects was one o the reasons why aaaaam the reason of success in working in
committees in the chamber of commerce. Aaaam leading as much as working as a team.”
The education she undertook abroad was one that supported creative thinking and
being different, which also influenced her:
in my case the education system that I went through was a system that supported
creativity, thinking, analyzing, and being out of the norm, ok, and innovation. A
system that is not a system for recitations, imitation, doing what the others want you
knows what I mean.
Her previous experiences also helped develop her self-efficacy. She said,
54
The experiences were that I used to work in the private sector, and those
experiences that were available for us in the private sector. And the challenges that
I used to go through, ok, it is what encouraged me even more to aaaaam, that this
entity will help solve some of those challenges, and the challenges of business
women in general.
Although the criteria for choosing committee representatives might not relate
directly to self-efficacy, the committees can work as a learning space for vicarious
experiences opportunities. C1 stressed that consultants are chosen to serve on committees
based on qualification, not just show. This helped her build self-efficacy:
That is what is going on in ministries, forming committees, ok committees of
consultants you know a group of consultants for varies ministries. If this is present
it is a good idea however we must work on the criteria for choosing members need
to be done properly all voices must be represented. And giving them the true chance
to represent their voice not just for show. For example in the ministry of labor to
some extent looks right.
Factors Hindering. C1 identifies the factors hindering the developing of her self-
efficacy as the criteria of choosing advocacy committee members and the lack of
representatives of the main group that the specialized committees was created for.
Although, C1 was not personally hindered by the resistance to her advocacy
pursuits, she did recognize the fear of resistance that hindered some of the other
women:(see Table 6). “Some were afraid from the resistance of women in business and
they withdrew from participating with us. And some continued with us.”
55
Furthermore, committee formation that does not represent the people that the
committee was established to serve, can hinder the development of self-efficacy,
for example, you find the people that the committee was established for, are
missing, not represented. They instead appoint academics. It is ok to put
academics and experts no problems but appoint the people whose issue is the topic.
To have a balanced voice and that and women are a part representing other women.
Depending on the reason behind the establishment of the committee are
represented, that be youth, women, men, disabled all those represented.
In summary, the factors helping or hindering C1’s self-efficacy can be used for
future specific policy reform. For example, committee formation criteria should be
considered more carefully, and creative thinking opportunities in education should be
expanded.
Table 5
Factors Helping and Hindering C1's Self-Efficacy
Helping • Education abroad • Resistance • Teamwork building in college • Education supporting creative thinking, analyzing, being out of the
norm and innovation • Work experiences in the private sector
Hindering • The criteria of choosing advocacy committees • Lack of representatives of the main group that specialized committees
was created for.
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C1’s Reflections of Generations
C1 considers her self-among the first generational cohort. When asked if she
considers herself a part of the first or second generation of businesswomen advocates, she
replied, “Well, I think the first generation”.
Her reflections were split between reflections on her generation as well as the
following generational cohort. First, C1 justified her obligation towards her generational
cohort by talking about the necessity of her advocacy to help overcome challenges: “that
there were challenges that they were facing, and they needed someone to listen to them and
work to helping them overcome the challenges.” Furthermore, her generation felt the
negligence of others to their issues. Most importantly, many people were not aware that
these issues were affecting them and their businesses: ”Because there was a profound
negligence to that issue, and there were needs and they did no, aaam many did not know
about that.”
C1’s generation interacted during events such as forums, conferences, or at schools.
She said “C1 interaction through transferring the experience though difference methods.
Through conferences, forums and so on or participation in events done by universities,
colleges and schools. Encouraging women to work and invest.” In the above events, she
was reaching out to transfer her own experience to the following generational cohort. When
asked if the conferences and forums were her method of communication, she said “yes
conferences and forums and speaking events about my experiences.” She then implied that
influence comes from being the role model that guides and encourages the right way. “By
57
being a role model, demonstrating the right way, through encouragement, illustrating
values I mean by giving the experiences though communication when they need it.”
Table 6
C1's Reflection on Generation
Inf. Reflection C1 • Viewed herself as a 1st generation
• Obligation towards the next generation and future ones because no one was listening to them
• Interactions with the following generations through: forums, conferences training and speaking events.
58
Riyadh Participant Case (C2): 1st Participant 2nd Generational Cohort
Background information. In the background information section I will give an
overview of the Participant’s family status, education level, and career choices.
Family. The Riyadh Participant (C2) was born into a well-known, powerful family
that owned a business. Most of the family members, men and women, worked in the
business sector. “I said for you we are the family in business family of my father and my
sister we are dealing just that we are talking about how we can improve our business.”
Education. C2 obtained her Bachelor’s degree from King Saud University in
Riyadh, Saudi Arabia while she was married with children. Despite these challenges, she
was not discouraged from pursuing a career and obtaining a Bachelor’s degree in English
Literature. When she was asked how she was able to develop herself for what she was
doing, she replied,
Due to my marriage at an early age and having children, I was late in entering
college, I did not let all those external factors affect my personal goals—how I
empowered myself and developed my skills, I finished my education and was
dedicated, yet able to balance between my house and my young kids, and I started
working after studying at the university. So when we talk about empowerment,
empowerment comes from within. This was an influential factor. I gained my
experiences from life. If you know the main factors, you will be able to apply them
anywhere in life, but these are the factors.
She also broadened her knowledge by taking training inside and outside Saudi
Arabia, in countries such as United Arab Emirates and Lebanon. She believes that even
though training is provided in Saudi Arabia, it does not meet the expectations of top
59
management women leaders. Training provided outside Saudi Arabia tends to be of higher
quality. Similarly, when she was asked if the educational system in Saudi Arabia provided
her with a role model to follow, she replied that the educational system was passive in that
sense: “No, there were no role models in education, wither me or others are witness that
our education does not have a role it was a passive also.”
Career. Although she had worked in her family business, C2 is not a
businesswoman and currently does not work in her family business. Instead she chose to
pursue a job in the business sector as a General Manager of a ladies’ section. Her position
allowed her to advocate for businesswomen by using her management skills to facilitate
legally-formed advocacy groups in the Riyadh Region. Although C2 was not in one of the
main groups that initiated the establishment of the women section at the chamber of
commerce in Riyadh, she participated in the development and structure-building of the
section. She was one of the early members of the National Committee for Women, which
was established at the council of Saudi Arabian chamber of commerce. C2 stated, “A group
of businesswomen started a committee to establish an entity for women, and they did face
resistance. Of course, I am not talking about me; I am talking about what I heard.”
Table 7
C2's Background Information
Background information C2 Family • Well-known family
• Born into a business family • Father has a major Role
Education • Educated in Riyadh Saudi Arabia • Training in Saudi and abroad
Career • Work experiences at her family’s business. • Works in the private sector • Active in advocacy groups • Early members of National committee for women
60
Factors Helping and Hindering the Development of Self-Efficacy among Saudi
Arabian Businesswomen.
A description of the Participant’s sense of ability to advocate. C2 did not give a
direct description of her sense of ability, yet she did stress that the ability to attain goals
and overcome challenges to empowerment needs to come from within:
How I empowered myself and developed my skills, I finished my education and
was dedicated, yet able to balance between my house and my young kids, and I
started working after studying at the university. So when we talk about
empowerment, empowerment comes from within. This was an influential factor. I
gained my experiences from life. If you know the main factors, you will be able to
apply them anywhere in life, but these are the factors. The people who understand
these factors—anywhere they go, at any event, at any position—they can lead and
empower. Only then they can reach their goals.
She also related her success in advocating for businesswomen’s empowerment to
the ability to understand the Riyadh regional culture, which according to C2, was different
from other regional cultures:
C2: Riyadh is a different region when we talk about women. I took this in strong
consideration; that is why we did not face social resistance to our efforts—because
we did not instigate it. We walked according to the social values. Here I am not
talking about religion. I kept up with it and walked it step by step until it felt safe.
That is why we did not face resistance
R: So no one was against the idea itself?
61
C2: Yes, no resistance to the involvement of women in this fight. In Riyadh we
keep up with the social values; we understand them and learned them, and we did
not swim against the wave.
In an earlier statement, she did highlight that women who participated in advocating for a
women section at the chamber of commerce faced resistance: “A group of businesswomen
started a committee to establish an entity for women and they did face resistance Of course,
I am not talking about me I am talking about what I heard.” C2 states here that women
encountered resistance. “Of course this was the beginning, the beginning of change. They
faced resistance; some were afraid, and some of them continued until the establishment of
the women section.”
C2 was empowered to advocate by knowing and associating with other
businesswomen. This can be seen in her statements about how the resistance faced by
earlier businesswomen advocates affected her approach to understanding cultural values
and moving towards a more diplomatic strategy of advocacy pursuits. Perhaps this is why
C2 believes in the importance of visibility of women: because it creates a role model for
other women to follow. She says that her generation did not have that role model, but she
hopes that future generations will know that businesswomen advocates exist and that they
have a role. “We did not see that model to follow it, but we hope for the new generation to
see those models in front of it and not only hear about them or think they are just dreams
and ambitions.”
On the other hand, C2 talked about how organizing meetings and setting up
committees of businesswomen to talk about their needs have contributed to her ability to
advocate: “When we were first established in March 2004, I made a lot of meetings. This is
62
the most important thing for establishment. I hear from all the businesswomen what their
goals from this chamber are, what they need.” Discussing what businesswomen need in
meetings has created a space for women to empower one another.
C2 was able to acquire business leadership skills through the opportunity of
decision-making in her family business: “I said we are the family in business—from my
father to my sister—we are dealing just that way. We are all talking about how we can
improve our business.” In this quote, one can see that her family did involve her in the top
management decision-making concerning business improvements, which has given C2 the
opportunity to gain experiences in top leadership roles in the family business.
C2: O.K, the experience I had for what I have now, it is started not just the school;
it started from the house. You know, the environment from our house and my
father. We are dealing with the management we know how to deal with, the
business we know how to deal with, and for as us, we were educated at the
university, then I practiced with my father in work and also with my sisters. Now I
have my job that I have. What does “employed it” means?
R: Uhh, implemented.
C2: Yes.
R: So, you have implemented what you…
C2: Yes, yes, what I have from experience of management and also for business.
When asked about her feelings regarding advocating, she talked about the
importance of a women’s role in the development of a country, which demonstrates
citizenship as well as women’s basic need for independence:
My feelings at first when I saw that the country needed our existence, presence, our
63
contribution as women… Also, the women need to have a role for the country and
for their own. This will support building an entity for women. We are talking about
essential things. Women’s duties are not just standing by men. No, she can build her
own life on the basis of an economic system. She can support her family, support
herself-using this economical system. These are the things, the aspects that strongly
motivate that I support women to take all their rights that belong to them to reach an
economic status that will help them develop their investments.
How the description relates to Bandura's (1995) model of self-efficacy. C2’s
description of her ability relates to Bandura’s model of self-efficacy (1995). According to
C2’s description, it is evident that she acquired her advocacy skills directly or indirectly
through vicarious experiences, verbal persuasion performance accomplishment, and
emotional status .
Vicarious Experiences. Being a part of a business family that personally operates
their own business gave her the vicarious experience of seeing her father and sisters operate
and lead a business. Also, seeing earlier businesswomen advocating for the establishment
of the women section has influenced her approach to advocacy.
Verbal Persuasion. From the interview it is not evident that she was told or
persuaded by others to advocate. However, her involvement in meetings after the
establishment of the women section at the chamber of commerce provided her with the
opportunity to hear from other advocates. This impacted her advocacy pursuits as she went
about searching for the needs to advocate for. As she stated in her description of how they
started,” We started to hear businesswomen. We are not talking only economically we are
talking in general.”
64
Performance Accomplishment. C2’s family business involvement was a factor in
the development of her leadership skills, as she stated. In her family business she gained
the experiences needed to operate and facilitate decision-making, but not necessarily to
advocate and fight for one’s rights.
Emotional status. Feeling safe due to the support of the government in her advocacy
pursuits, she was able to freely advocate keeping in mind the cultural values of the Riyadh
region. When asked what motivated her to advocate, she said, “First, the support of the
government.” The government here means the king and the royal family, not the public
sector. She did state that the educational system, provided by the public government, was
passive-- accordingly one can claim that government to her did not mean the public sector.
Thus, she learned from other women to play it safe because she knew that the government,
the royals, supported her. “We walked according to the social values. Here I am not talking
about religion. I keep up with it and walked it step by step until it felt safe. That is why we
did not face resistance.”
Table 8
C2's Self-Efficacy According to Bandura's (1995) Model
Participant Self-efficacy principle Relevant key events C2 VE • Father as role model
• Business Family • Associating with 1st generation
VP • Involvement in meetings. • Hearing the needs of other
business women PA • Work experience in her family
business ES • Citizenship/obligation to
change according to cultural values
• Government support/royal family
65
• Feeling safe
Factors Helping and Hindering.
Factors Helping. C2 identifies the factors helping her self-efficacy as support from
the government, having a lot of role models, and involvement in family business decision-
making.
For example, when asked about what motivated her advocacy pursuits, she said:
First, the support of the government. If it were not for that support, we could fight
but if there was no support … this was it. There was support by the government to
pull women from their transitional role and put them at the highest levels. This was
the motivation that I had and a factor that affected me.
It was evident from the interview that C2’s family environment has contributed to her self-
efficacy development. When she was asked who her role model was in life, she replied that
she does not have a particular role model but that she picked up some things from people in
her family: “I took from my mother some things, from my father, other things from my
brothers I took, people who I met in life, and people who are close to me I took from. But I
can’t say one particular person only.” In contrast to her familial influences, she clearly
stated that the educational system was passive: “No, there were no role models. Education,
whether me or others are witness that our education dose not have a role it was a passive
also.” Family business operations provided C2 with an opportunity to obtain vicarious
experiences and performance accomplishment. Those elements of Bandura’s self-efficacy
framework have helped C2 learn how to lead a business by seeing family members lead.
Business often involves taking risks and paving the way to maximizing profit by making
deals with others. On the contrary, advocating for rights involves taking risks and paving
66
the way to achieve change.
Furthermore, she was able to be a part of the decision-making. Her participation
was, according to her, one strong factor that helped build her experiences. Through her
family business involvement, she was able to be a part of the decision-making of important
business deals, which eventually facilitated her hands-on training by her father and sisters.
She said “ we are the family in business family of my father and my sister we are dealing
just that we are talking about how we can improve our business how we can go we would
like to have ahhh something for lady we can go and expand the business”
Factors Hindering. C2 identified the factors hindering the development of self-
efficacy as the passive role of the educational system, lack of self-efficacy development
opportunities in schools, lack of visibility of role models and lack of high quality leadership
for women in Saudi Arabia.
C2 highlighted the passive role of the educational system, a system that did not
provide her with the opportunity to have role models. She stated that the Saudi Arabian
educational system is a system that values “grades” but not necessarily knowledge related
to one’s future aspirations. The same system did not facilitate opportunity for her
generation to practice and be involved in leadership positions related to the business world.
Furthermore, she stressed the importance of visibility of women at events:
We did not see that model to follow it, but we hope for the new generation to see
those models in front of it, and not only hear about them or think they are just
dreams and ambitions. That they are real and they exist. That Women exists and she
has a role, and now we started being visible at events and have started to have a
role. Now we are not saying that we only look visible No, this is there, not
67
extensively apparent, but it’s there. Yeah, I am with it with it strongly.
Although public visibility of women in the Riyadh region is taboo, she supports it within
limits. On the other hand, according to C2, there is a profound lack of high quality
leadership training in the country, at least a hands-on type of leadership training that
involves women in the experiences and develops their positive leadership traits. She said:
“In my experience, sadly, we don’t have leadership training: in our events, but very
shallow. We must have education in this field. I mean people who have those
leadership traits, how would they develop them, we should give them experience
and we develop them early, not wait until it is too late to build them. It starts from
the early development years; we need to teach it to them and give them roles.”
In summary, C2 identifies the factors helping her self-efficacy as the government
support, having a lot of role models, and involvement in family business decision-making.
In addition, C2 identifies the factors hindering the development of self-efficacy as the
passive role of the education system in Saudi, lack of self-efficacy development
opportunities in schools, lack of visibility of role models and lack of high quality leadership
for women in Saudi Arabia (see Table 8) Knowing all of these factors can provide insight
for the policy makers for future reform efforts.
Table 9
Factors Helping and Hindering C2's Self-Efficacy
Helping • Government support • Taking after different people around her like mother, father and
sisters • Involvement in family business decision-making.
Hindering • Passive role of education system in Saudi • Education did not provide self-efficacy development
opportunities • Lack of visibility of role models
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• Lack of high quality leadership for women in Saudi Arabia.
C2’s Reflections on Generations:
C2 recognized that she is among a second Generational Cohort because she was not
part of the group that initiated the women’s section. According to her statement in the
interview, she heard from the group of women who started it all: “At first I was not
involved as I told you before. A group of businesswomen started a committee to establish
an entity for women and they did face resistance…after the beginning, ya after the
establishment ya but before I don't have a direct role.” This was in the context of talking
about the role she played as an advocate for businesswomen.
Although, she was focused on the future generation, she did indicate that the Public
visibility of women is important to women’s development. Her generation was not able to
see models of women leaders and walk their footsteps, and she stressed that it is important
for her generation to be publicly visible. Furthermore, she indicated that public visibility
for the sake of being visible is not the way to go -- public visibility with accomplishment is
what women need: “When we talk about the new generation. We did not see that model to
follow. But we hope for the new generation to see those models in front of them and not
only hear about them or think they are just dreams and ambitions.”
On the contrary, C2 talked about organizing meetings and setting up committees of
businesswomen for the 1st and 2nd Generational Cohort to talk about businesswomen’s
needs to solve this problem. “When we were first established in March 2004, I made a lot
of meetings. This is the most important thing for establishment. I hear from all the
businesswomen what their goals from this chamber are, what they need.” The discussions
of the needs businesswomen have has created a space for women to empower one another,
69
a space for the two generations to interact and influence one another.
Table 10
C2's Reflection on Generation
Inf. Reflection C2 • Recognized the work of the 1st Generational Cohort
• Obligation to help future generations • Claims her generation did not face resistance because they understand the
regional culture and know how to deal with it. • Learned from 1st generation that faced resistance • Her generation did not see role models of women leaders. • Interactions with 1st Generational Cohort through meetings and committee
work.
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Jeddah Participant Case (J1): 1st Participant 1st Generational Cohort
Background Information. The background information section for J1 will give an
overview of the Participant’s family status, educational level, and career choices.
Family Status. J1 was born and raised in Jeddah by a father who valued education
within a supportive family . She said, “I also had a wonderful father who was all for
education; he really cherished education.” According to J1, her father had always wanted to
be a professor at a university, but was unable to fulfill this goal due to his obligation to his
family business at a young age:
He always wanted to be a doctor and he always wanted to be a professor at the
university, but he was unlucky because he was in charge of the whole family in
business, so he had to drop out of college in his second year.
J1’s mother was a stay-at-home mother who valued her daughter’s independence: “I also
had a fantastic mother—God bless her and God bless her with health—and I have two
mentally retarded boys, unfortunately, we are four: the boys are mentally retarded, and a
sister.” According to J1, her mother was concerned for the well-being of the boys due to
their disabilities. She has always reminded her daughters of the importance of being
independent, so they can take care of the brothers and themselves:
Because the boys were unfortunate she always advocated the fact that one day, you
are going to be in charge of taking care of those boys, so she developed that sense
of responsibility in us. That if you get married someday you’re gonna be in charge
of your own family and dedicated to them [not clear recording] and this might
overshadow your sense of responsibility towards your brothers, but if you think
about them and you pursue education and you become financially independent, then
71
these two boys will be eventually need you; you will be there for them. And you
know what? All of what she said is happening right now.
Educational Level. J1’s highest educational level is a doctorate degree in Human
Resources and Organizational Communications from an American university. She also
obtained two masters degrees: one in Education Administration and another one in
Business Communications, all from American universities. Prior to her education in the
United States, J1 obtained a Bachelor’s degree in Economics from King Abdul-Aziz
University:
J1: I graduated from King Abdul-Aziz University with a Bachelor’s degree in
economics, and I went to the States, and I got my Master’s degree in Education
Administration at first because at the time we all knew that we would be going to
teach. After I got that Master’s, I felt like I was not really accomplishing much, so I
got another Master’s degree in [not clear] Communication.
R: In what Communication?
J1: In Business Communication.
R: Aha.
J1: After that I was ready for my…to pursue my Ph.D, so I combined Business
Communication with Human Resources, and I did the degree. It was called Human
Resources and Organizational Communication, because when you are managing
and dealing with human resources, you need a lot of communication methods and
tools and technology.
In addition, J1 is a certified trainer: “I was a licensed trainer from the Blanch Institute of
Training in the States.”
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Career. J1 worked in “a multi-type of career; I started one thing and then I moved to
something else.” When she finished her Doctorate and moved back to Saudi Arabia, she
worked at King Abdul-Aziz University. Then she worked in the private sector in various
jobs as a consultant and trainer:
I worked at King Abdul-Aziz University in Jeddah as a college professor for
almost, almost nine years, through which I assumed a lot of administrative positions
in addition to the teaching career that I was keen on continuing and never losing
touch with it. After 10 or 11 years I decided to try my luck in the privet sector.
Through this she was able to obtain a leadership role in the chamber to advocate women’s
rights. Then she became a consultant for a government institution for training and
development, before moving on to a non-profit organization. Currently she is the Dean of a
new university for women. It is important to highlight that J1 initiated the inclusion of
women at the chamber of commerce.
Table 11
Background Information
Background information J1 Family • Supportive father and mother
• Raised to be responsible for disabled brothers • Born into a business family
Education • Obtained a Ph.D and two masters abroad. • Obtained a Bachelor degree from Saudi. • Certified trainer
Career • Multi-type career • Worked in the public sector (professor at a
University) • Worked in many administrative positions • Consultant in the private sector • Joined the chamber as an advocate • Worked on projects with the some government
agencies
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• Worked in an NGO.
Factors Helping and Hindering the Development of Self-Efficacy among Saudi
Arabian Businesswomen.
A description of the Participant’s sense of ability to advocate. J1 acknowledges the role
of her father in the development of her abilities in a description of her father. She states that
her dreams are an extension of his dreams:
A lot of my dreams are an extension of his dreams—God rest his soul—he always
wanted to be a doctor, and he always wanted to be a professor at the university, but
he was unlucky, because he was in charge of the whole family in business, so he
had to drop out of college in his second year.
J1 stated that she is not a businesswoman; she is a facilitator for businesswomen: “I
am not a businesswoman, but I am a facilitator. I am a helper, and that’s how I always
describe myself. I am a facilitator; I am a helper. I aid women; I assist women, but I don’t
compete with women.” Furthermore, she felt destined for such a role in life due to her life
path and how her abilities came about. While talking about her role as an advocate for other
businesswomen, she said that,
Lots of factors that I encountered in my life have made me what I am today. I
would not want to take credit any of it, but as I told you, it is destiny. I felt destined
to continue my education. I felt destined to come back again and pass that education
on to that generation. I felt destined and obliged to help women who needed help at
the time, whether in business or else; I gave that help when I could and I felt
destined that I would do something different in pushing them and educating them.
She described herself as an advocate advocating for women’s rights by spreading
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awareness. She referred to her work as “educating Rita.” When asked what “educating
Rita” was, she said it was a symbol of what her role is; her role is to educate women just
like the professor in the British movie Educating Rita.
The whole movie is called Educating Rita. From total ignorance to an educated
women; she eventually went to college and got a degree and graduated and became
a full-fledged employee with a company instead of just a salon girl. It was a very,
very nice movie. It was just to add symbols to educate the women here, and I called
them all Rita. Because they all had inquisitive minds but they don’t understand their
rights. I really, really advocated the whole idea of teaching them their rights for the
first time. I would read the policy and the law and all that stuff, and they would see
with their own eyes that there is not anything in the book that says you have no
right to do this and you have no rights to do that. It was all culture, and culture can
easily change when we stop accepting that culture.
Furthermore, she described herself as a change agent:
I always saw myself as a change agent, and I kept thinking that. I heard it a lot
when I was studying in The States. Why do you wanna go back? Why do you
wanna go to Saudi Arabia now that you have studied and gotten your degree? Why
don’t you just find a good husband and stay here or get a job and stay here? And
that is when I started wondering with myself and just asked that question to myself,
and I said, Well, I was lucky enough to have gained or gotten this scholarship from
the government.
J1 did indicate that her education in the United States contributed tremendously to her
sense of ability by giving her the opportunity to meet other women, take leadership roles,
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and simply make her think of why she wanted to go back. She felt a sense of citizenship or
an obligation to give back to the country that gave her the opportunity to further her
education in the first place, through a scholarship—a scholarship that was not common for
women at the time, as she indicates:
The government was very, very generous with me throughout my studying years in
The States; I was sponsored by the Saudi Arabian government, and I felt like I was
really privileged to have that scholarship. My sister and I lived like two princesses
there in terms of financial aid…. I also thought if I got this privilege, and the
government paid for it, then maybe I should go back and pay back some to the
government
Although J1’s American education impacted her thinking and advocacy abilities,
her experience as a young college student in Saudi Arabia was very influential. When she
was asked about role models she encountered during her college years, she talked about a
few women who impacted her sense of ability to advocate; some by modeling the way, and
some by simply telling her that she could do what she set her mind to. J1 said:
A similar women to me, but she was years and years ahead of me, was Dr. Fatima
Alkhateeb, who was the first women to also put similar sights for women’s
education, and let women learn and work…. She was the first one to say, “Why not
employ women to teach instead of those expat teachers?’ So the [women’s]
employment movement in education; you see Fatima Alkhateeb is actually the first
woman to “really hold that torch to say let women work in the educational field.
How the description relates to Bandura's (1995) model of self-efficacy. Vicarious experiences. J1’s vicarious experiences are reflected through the
strategies she used to advocate for the physical inclusion of women at the chamber. She
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describes how the women in charge of the establishment of women’s education operated at
King Abdul-Aziz University back when the university was for men only:
King Abdul-Aziz University started for men, but for women it was done secretly.
They used to bring the girls in after hours at night; they brought them to study… it
started an underground movement of educating women, because at the time a lot of
women graduated from high school but they had nowhere to go. They wanted to
pursue higher education, and they wanted a university. King Abdul-Aziz University
was operating for boys only, and they wanted a women’s section until they started.
The operation started underground. Really maybe very few knew, that but it was an
underground movement where they had a section open for girls.
J1 also recognized an Egyptian women by the name of Hamdiah Zahran as a role model:
This woman has inspired me personally to become what I am today, a Ph.D. holder,
to become a change agent, to do something with my life instead of just finding a
husband and giving birth to children and that is it. She was an Egyptian women
doctor I meet at the university when I was getting my Bachelor’s degree in
Economics; my class was the first class to graduate with a degree in economics, and
she was our head of department. She established the department, attracted us to join
the department, and adopted us until we graduated. I heard later on that she was a
member of the Egyptian parliament; later on, she became a member of the house of
representatives.
A comparison with J1’s personal advocacy pursuits finds that she did initiate the physical
presence of businesswomen at the chamber of commerce in the same manner as at King
Abdul-Aziz University.
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Of course the infrastructure at the time was not convenient to receive women, and it
was very, very difficult to get them to mix with the men. So, it had to be on a
separate day, at a separate time, and with separate employees to service the women.
We would open the 3rd floor only to businesswomen to visit me and come to me
and talk to me and I would tell them what the chamber was all about and what their
role was and how they could utilize their membership under this umbrella to gain
this and stuff. It was really a period of time of what I call, educating Rita.
Furthermore, there is a similarity between her approach of recruiting, educating, and
empowering businesswomen and Hamdiah Zahran’s way of recruiting, educating, and
empowering students in the economics department that she established. When J1 described
how the Jeddah chamber of commerce initiated the physical presence of women in the
chamber, she explicitly pointed out these similarities:
Special thanks to Dr. Hamdiah Zahran, because she inspired me and she was my
muse to keep me going and to get me through the hard times during my studies
when I was in The States and a hundred miles from home.
According to J1, Dr. Hamdiah Zahran went back to Egypt and became a member in of the
“Shura” council, comparable to the parliament. “I heard later on that she was a member of
the ‘Majlis El-shura’ council in the Egyptian parliament; later on she became a member of
the ‘Majlis El-sha’b’ Egyptian senate.”
Furthermore, she talked about how she was influenced by the feminist movement in
the United Sates, particularly the feminist, Gloria Steinem. She liked her balanced approach
to feminism: how she was pushing not for hating men altogether, but for choice. J1 said:
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I lived in the USA for 13 years, during which I met all types of women of all walks
of life. American women, North American from Canada, South American, or even
from the rest of the world, and I was always intrigued by the women’s movement
all around, whether in the far east in Russia, in the Middle East, in Canada, in
America, Australia, all over…and luckily by living in The States I got to meet tons
of those and add their history to reading books and watching movies and my own
observations. When I used to live there—but remember this was 1978—when I first
went to The States and I joined something called in my university the “campus
women’s center,” and these women wear classified as, or called themselves,
feminists, and the feminist movement was really at its height at the time back in the
70’s in The States. You don’t even have to be lesbian to have to believe in that
movement. We wanted to believe in having equal opportunity, equal freedom, and
equal choices of all that stuff, and a name that was mentioned all the time as I was
Gloria Steinem.
Verbal persuasion. Although J1 did not talk about the effect of verbal persuasion in
her advocacy pursuits, she did state clearly that a form of indirect verbal persuasion was
carried out by Dr. Hamdiah Zahran, to conduct her education to obtain a Ph.D:
J1: Actually, to tell you the truth, Reem, I just remembered, she used to tell me,
“You are a project of a doctor when I was in my second year of college.” (implying
that you will be a doctor) She saw something in me that I did not see myself. She
really saw something that even in my first year of college, when I was a junior, I
would give her a paper or write an exam or something and she would read it and
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gives it back and would say, “Good job, future doctor.” She put that idea in my
head, and it made me want to pursuit my higher education.
Performance Accomplishment. J1 did not talk about previous advocacy experiences
in her life at all levels; her only performance accomplishment influence came later, while
she was advocating for corporate social responsibility. She talked about how advocating
involved planning, then launching, then running the process, then moving on to another
cause. In her description she said, “I planned it; in the second year I launched it; and in the
third year it was up and running, so I moved on.” She used the same process in her
advocacy pursuits of promoting corporate social responsibility.
Emotional status . Emotional status can be detected clearly through J1’s sense of
citizenship and her passion for helping Saudi Arabian women know their rights. An
example of her citizenship and her feeling of obligation to pay back the kindness of the
government’s support of her education is shown clearly in the quote below:
The government was very, very generous with me throughout my studying years in
The States. I was a sponsored student by the Saudi Arabian government, and I felt
like I was really privileged to have that scholarship. My sister and I lived like two
princesses there at the time in terms of of financial aid that we received. At the
same time, the people at the embassy were quite helpful because we were a very,
very small number of women at the time and they were very helpful and very
supportive of us. Every time we picked up the phone and asked for something, they
would actually send it to us immediately and without any resistance. I thought that
if I got this privilege and the government paid for it, maybe I should go back and
pay back some to the government.
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Furthermore, her passion to promote women in flinging jobs, displays when she talks about
when the university was thinking of closing the department:
J1: The students were finding it very difficult to find jobs and because there was
nobody trying to help them at the time, we said “maybe not now” and “the future is
bright” and “there is huge hope for these girls someday to assume jobs in the private
sector.” the university management at first did not buy it, but then we stood up very,
very hard to that discussion of eliminating the college. Ironically, Reem, all the girls
who are graduating from Arabic language, English literature, geography, history
now cannot find jobs, and market is hot for business and economics and marketing
and accounting degrees, so the table has turned around 180 degrees. With that in
mind I was beginning to hear this whole concept called Saudization, by 1990’s
prince Niaf—God bless his soul—started to talk about Saudizaiton because they
started to fear the pinch of not having enough jobs for the graduates.
R: Aha
J1: Universities started to put down in the markets tons and tons of graduates who
can’t be employed, so they started talking about requalifying the college graduates
for the labor market. We figured maybe we are concentrating too much on
knowledge and theory and we don’t have enough skills, applied skills to carry on
jobs in the private sector, so let’s requalify them to give them the skills to carry on.
This is the time I was watching the scene and seeing all the boys getting this
through the chambers of commerce but not the girls.
R: Aha
J1: And this is when I got out and made appointments to meet all the people in the
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chamber of commerce at the level of the board of directors and the top
management, and I convinced them that I can join the chamber of commerce, even
as a part time consultant, because at the time they could not even hire me.
J1 felt distant to many significant events in her life, which shows a high sense of
faith in that people are placed in this world for a reason. Her reason is to advocate for
women’s rights: to educate them, but not to be their competitor:
Lots of factors, lots of factors that I encountered in my life that made me what I am
today…I would not want to take credit any of it, but as I told you, it is destiny. I felt
destined to continue my education I felt destined to come back again and pass that
education to that generation. I felt destined and obliged to help women who needed
help at the time, whether in business or elsewhere I gave that help when I could,
and I felt destined that I would do something different in pushing them and
educating them. A lot of them said, “Why don’t you run? You could have easily
acquired a business license at the time and built a business and say, ‘I am a business
women’ and you nominate yourself”’ but I told them, “I am not a business women,
but I am a facilitator. I am a helper,” and that is how I always saw myself. I am a
facilitator. I am a helper. I aid women. I assist women, but I don’t compete with
women.
Table 12
J1's Self-Efficacy According to Bandura's (1995) Model
Participant Self-efficacy principle
Relevant key events
J1 VE • Father as role model • Studying abroad • Business Family
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• Women advocates as role models • Gloria Steinem • Educating Rita
VP • Fathers role • Professor in college years in Saudi. • Dr. Hamdia Zahran
PA • Education abroad • Experiences working in corporate social
responsibility advocacy ES • Citizenship/
• Obligation to pay back the government for paying for her education through a scholarship.
• Obligation to help women find jobs and contributing in the solution of high unemployment among women.
Factors Helping and Hindering.
Factors Helping. J1 identified the factors that helped her develop self-efficacy as
family support, her mother’s verbal persuasion, education abroad, scholarship opportunities
for women, seeing other women role models during her college years, resistance by
opposition groups and her father, and her own citizenship to fulfill the government’s vision
for women development.
Family support and empowerment were clear factors in J1’s advocacy pursuits. Her
family encouraged her to pursue her educational dream of obtaining a higher education
degree from the United States. Furthermore, her mother used verbal persuasion to
encourage her to take responsibility for herself as an independent woman who was destined
to care for her mentally ill brothers. Her family was overall very supportive, yet at times
she did receive pressure from her father to give it all up. But this pressure played a reverse
effect in terms of her decision to take his suggestion or leave it. When asked about what
made her continue, she replied,
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What made me continue despite the resistance and despite the pressure I had from
my dad to give it all up and just be happy, and go back to the university and just
you know stay as your sister and be a good girl like your sister and just stay with
the teaching, stick with teaching is because I was…I always saw myself as a change
agent.
Resistance from conservatives or her father who wanted the best for his daughter
was a factor also in helping her sense of ability to advocate. She felt the urge, the
Emotional status to resist them. Furthermore, she felt compelled to accomplish the king’s
vision for the country.Being educated abroad raised many questions that according to her
made her think of her purpose in life.
Seeing other women strategically play a role in the inclusion of women at the
university at which she obtained her undergraduate degree was an additional factor towards
her self-efficacy.
Factors Hindering. In general, J1 did not directly identify any factors that hindered
her self-efficacy to advocate. Yet at the same time she did not talk about her childhood
education at all. She talked about many examples of Bandura’s self-efficacy elements in
her life, yet mentioned nothing, which concerned the deprivation of one or more of them.
This could be for many reasons; perhaps her self-efficacy started to develop at the
university, when she felt she was doing well as a student due to Dr. Zahran’s continuous
encouragement.
In summary, J1 identified the factors helping her development of self-efficacy as
family support, her mother’s verbal persuasion, education abroad, scholarship opportunities
for women, seeing other women role models during her college years, resistance by
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opposition groups and her father, and her citizenship to fulfill the government’s vision for
women development. On the other hand, J1 did not provide direct factors hindering the
development of her self-efficacy (see table 13).
Table 13
Factors Helping and Hindering J1's Self-Efficacy
Helping • Family support and her mother’s verbal persuasion • Education abroad • Scholarship opportunities for women • Seeing other women role models during her college years. • Resistance by opposition groups and by her father made
her more determined to continue. • Wanting to fulfill the government’s vision for women
development. Hindering • Did not provide any factors hindering her self-efficacy.
J1’s Reflections of Generations
The amount of detailed history that J1 provided situated her among the first
Generational Cohort. J1 collaborated with the group of women who initiated the women’s
physical presence at the chambers.
I approached the chambers of comers at the time because the chamber of comers
was carrying on sort of a mission to help with the Sauadization process this was like
1991 at the time. And I was I was impressed with the movement the chamber was
really carrying on but the women were not a part of that movement so I joined the
chamber of comers 1991 and I accomplished a lot through that
Furthermore, she emphasized that her Generational Cohort fought for the following
generation and the newer generation of young Saudi women
I know it is just not given to her on a silver platter this is something that a whole
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generation my generation fought for it very hared we were crucified we were called
names we were shattered to pieces we were really stigmatized even in our honor
and our family name.
J1 indicated that knowledge was transferred through events, such as training,
forums and conferences,
we started to offer training session or work shops that are not what you would call
the usual at the time which was only English and computer that was the only thing
we offered for women in any training center for women in the country.
Furthermore, J1 did influence many Saudi businesswomen to learn their rights. She said,
“it took me a very long time about many three or four years to convince those women to
utilize and come to the chambers and use those services that are available for their counter
parts.”. Through those events, knowledge was transferred in a way that she called
“educating Rita”
Table 14
J1's Reflection on Generation
Inf. Reflection J1 a. Highlighted that her generation fought for the following generation
b. Her generation were crucified, resisted, and stigmatized c. Knowledge to the second generation was transferred through events, training,
forums, and conferences.
Jeddah Participant Case (J2): 2nd Participant 2nd Generational Cohort (J2)
Background information. The background information section for J2 will give an
overview of the Participant’s family status, education level, and career choices.
Family Status. J2 comes from an open-minded family that raised her and her sisters
equally to her brothers. Her father also encouraged her to be all she can be.
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I have been raised like that. My father had raised me as an equal to my male
brothers and he never told me that I am different or that I am I am less than them, I
am just equal. He told me to be all I want to, and he never segregated us I would
say. And all the time he was talking to me and my sisters the same way he is
addressing our brothers.
Education Level. J2’s highest educational level was a doctorate degree in
Management obtained from the UK in a joint program between the universities she worked
at. The joint program was designed before the King Abdullah Scholarship program, to
accommodate students who were unable to live abroad for long periods of time to obtain a
degree. It required a committee of two members -- one from Saudi Arabia and another
from the UK -- and a few short visits to the UK to meet the UK committee member.
I got my doctorate degree from the U.K, and it was a program with king Abdul-
Aziz University. Called the joint supervision. At that time it was available for both
females who work at the university and they don’t have the chance to travel and get
the Ph.D. or masters with full time outside the Kingdom of Saudi Arabia
Career. J2 is a Human Resources professional. Currently, J2 is a Human Resource
Director: “Recently I have been promoted to be the HR director for [deleted for
confidentiality purposes] for the Middle East. With this post, I am the first lady and the
Arab I am the first female to take such position.” With this position, she managed to be the
first Arab woman in the Middle East to hold such a position in a multi-national corporation.
“When I joined the private sector for the first time I did not work for locals I always
worked for a multinational company. So you are dealing with people who worked for long
long long periods with females.” Prior to obtaining her doctoral degree, J2 worked at the
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King Abdul-Aziz University, where she practiced Human Resource management for about
seven years. When she obtained her doctorate degree she started to be more interested in
what was going on outside the university. Thus, she was commissioned as a consultant to
the National Commercial Bank where she worked for a year and 3 months. During that
time she was consulted to work on the National Bank’s performance management system.
I decided to go for the out world challenge and during aam before that before
leading the university. The university sent me as a loan professor consultant to the
national commercial back where I worked with them for a year and 3 months as a
loaned consultant in the bank I started or I [unclear] their performance management
system and the talent program.
When her commission finished with the bank, she resigned from King Abdul-Aziz
University and started working in the private sector. “Afterwards I resigned from King
Abdul-Aziz University and I worked in the private sector.” J2 was also a certified lead
auditor of ISO 9000, as she stated in the interview: “I am a certified lead auditor from the
international standard organization, ISO 9000.”
J2 got involved with the chamber of commerce through her Human Resource
background and her executive level position in the private sector as a professional. She
was appointed by the Jeddah Chamber of Commerce to be a member in the Human
Resource Committee. The Committee was formulated to supply former Labor Minister,
Dr. Gazi Alqusaibi, may he rest in peace, with the studies needed for labor law reform and
other initiatives by the ministry. She was the only women member on the committee. This
allowed her to work on the unclear laws regarding women in the workforce: “before that
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you have to know that, it is at the beginning of 2007 or probably 2008 the ministry of labor
was not clear about the regulation of women in the work ledges”
Table 15
J2's Background Information
Background information J2 Family a. Open minded family
b. Encouraging father c. Raised equal to brothers
Education d. Obtained a Ph.D. from the U.K through a joint program with King Abdul-Aziz University
Career • Human Resource Director for a Multinational
company • Resigned from at the University to work in the
private sector. • Consultant for the National Commercial Bank • Certified lead editor ISO 9000. • Appointed by the chamber to join the HR
committee.
Factors Helping and Hindering the Development of Self-efficacy Among Saudi
Arabian Businesswomen.
A description of the Participant sense of ability to advocate.
J2 viewed herself as a Human Resources consultant as illustrated when she described
her career. Although she held a Ph.D. she did not view herself as a researcher. She said,
I am in charge of the human resources aaaam management in [deleted for
confidentiality purposes] . And I am in charge; recently I have been promoted to be
the HR director for [deleted for confidentiality purposes] for the Middle East. With
this post, I am the first lady and the Arab I am the first female to take such position.
89
J2 acknowledged the role of her father in the development of her abilities. Her sense
of her own ability was derived from how her father raised her. She stated that her father
raised her equally to her brothers, and that he taught her that she could be all she wanted to
be: “My father had raised me as an equal to my male brothers and he never told me that I
am different or that I am I am less than them, I am just equal. He told me to be all I want
to.” She also, recognized that her confidence did not come from the educational system; it
came from her father. The education she got in Saudi taught her that men are the providers
and protectors of women through false and/or weak hadeeth, prophet’s teaching, and
misinterpreted Aya’s, Quran versus
I have been told since I was a young girl that “Men are the protectors and maintainers
of women” without the completion of the Aya. They never tell you how they are
“Qa’wa’moo’na”. Our educational system taught you that if women a woman slept
and her husband is not happy with her, she will be dammed by angels until she wakes
up”, then I discovered that this hadith [Mohammad SAAW sayings] is week, it does
not exist.
J2 also recognized and acknowledged the first generation’s efforts as Role models.
She and her generation are following in their footsteps: “they faced more difficulties than
we faced aaam, we support them we support that all their efforts did not go for another and
the generation that followed them is really worth fighting for”. Although J2 did not
explicitly state that the support of King Abdallah Bin Abdul-Aziz contributed to her sense
of ability, she did mention that King Abdullah supports Saudi women in their
developmental endeavors:
I just want to say that women in Saudi Arabia we have received support I would say
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during the the the time of King Abdullah, may God bless him with a long life, he is
pushing hard for women empowerment, he is doing whatever it takes, for him to
honor women and you can see, with shura council, with a lot of women who were
given King Abdul-Aziz medallion for service and etc. So he, in his time, it was the
first time for Saudi Women to in the industrial zone.
In a later statement, she reflected upon how King Abdullah’s support empowered Saudi
women: “Meaning without his support with his empowerment without his support, without
his belief, it would not have happened. Honestly.” Furthermore, she stated that she did get
support from her male coworkers at the multinational corporations that she worked for:
I would say it is the support from a male. For example when I joined the private
sector for the first time I did not work for locals I always worked for a multinational
company. So you are dealing with people who worked for long long long periods
with females.
How the description relates to Bandora's (1995) model of self-efficacy. Vicarious Experiences. J2’s father’s way of bringing up his children was based on
equality, although that might not reflect directly on her self-efficacy. Yet it influenced her
views on equality very much. Her father modeled equal gender treatment by expecting
both his sons and daughters to achieve equally.
Role models who provided vicarious experiences for J2 were derived from Islamic
history and from Saudi women of the previous generation. Although she did not think that
the Saudi Arabian educational system provided her with role models, she did indicate that
the curriculum touched on pioneering Muslim women in the late Islamic history. J2 also
recognized the first generation’s efforts as role models and that she and her generation are
following in the first generations footsteps: “They faced more difficulties than we faced
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aaam, we support them we support that all their efforts did not go for another and the
generation that followed them is really worth fighting for.”
Verbal persuasion. Her father played a great role in verbally persuading her to do
what she wanted to do. He gave her a feeling of self-efficacy that she can do what she
wants, which can be clearly sensed in her statement about his role in her life: “I have been
raised like that. My father had raised me as an equal to my male brothers and he never told
me that I am different or that I am I am less than them, I am just equal. He told me to be all
I want to.” Furthermore, King Abdallah’s support in the national development plans and
awards given to women acted as a form of verbal persuasion, encouraging her to become a
part of the national development plan and national reform. She was nominated to be a
member of a Human Resources committee to do studies for possible labor laws reform:
The chamber of commerce with the committee of human rescuers it is a defiant
story. We were volunteers, and we came from different backgrounds aaaam we are
all HR professionals and we are working with a hand in hand with the ministry of
labor to do aaam some studies and they are doing a lot of workshops they are doing
a lot of presentations for free aaam for all the private sector
The fact that she was invited to be a member acts like verbal persuasion. Her efforts which
stemmed from her member involvement lead to developing her performance
accomplishment aspect of her self-efficacy.
Performance accomplishment. Her sense of ability was also derived from her
leadership role as a Human Resource Director as covered in the background section. One
great example of her advocacy actions was when she demanded to have face to face
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meetings with the men’s sections at the Human Resource Fund institution. She described it
as ridiculous:
That was honestly a ridiculous thing and remember once when aaam the human
resource fund aaaam they they put a regulation that women cannot come to the
human resources fund and use the elevator and if they want to use anything from
the human resource fund they have to call and somebody will go down and see what
they want and immediately they called the manager of the human recourses fund
that that was at the time [deleted for confidentiality purposes], and I told him I am
coming to your office [deleted for confidentiality purposes] this afternoon and I am
going to upstairs and I am going to meet with you and your assistant and I just want
to see who is going to stop me from doing that, and I did it
She also worked on various committees and assumed leadership roles prior to her
resignation from the university she lectured at.
Emotional Status. J2’s sense of ability was also derived from her sense of citizenship
and feminist views. She said
Women are going in all the factories right now almost all the factories. In production
lines, and they are doing, they are doing, amazing wonderful work, wonderful work.
Meaning without his support with his empowerment without his support, without his
belief, it would not have happened. Honestly. And we want this support to
Continue. We want also for the entire society equally no more than that. We need to
be equal. As long I am equal in in in the aaaaam whatever the society need form me
then, I have to be equal in the rights as well. Why should I be always a 3th degree or
a 4th degree citizen.
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Table 16
J2’s Self-Efficacy According to Bandura's (1995) Model
Participant Self-efficacy principle Relevant key events J2 VE • Father support
• Islamic history VP • Fathers influence
• King Abdallah’s support • Invitations to work on
government projects PA • Experience in human
resources • Work experience
throughout her career. ES • Citizenship/
• Obligation to help women
Factors Helping and Hindering.
Factors Helping. J2 identified the factors helping her self-efficacy as the resistance
towomen’s equality, the top-bottom approach to empowerment, her up bringing, and her
father’s support.
The resistance to women’s equality was a main factor that helped J2 in her
leadership and advocacy pursuits, although she did not state it directly. Yet it can be seen
through her demands for equal rights to her male counterparts. For example, she said:
we need, we need them to treat us equal, and it is as simple as that. We need the
same facilities, we need more aaam easy procedures, things to make our lives easier
instead of having always a governor or aaaah [unclear] somebody else. We want to
be equal, we want to be treated equally we want also more freedom to the area of
trade and business. I am talking now about the entire population of Saudi Arabia
women. If you look to your neighbors like the UAE for example and you look at all
94
the facilities and you look at all the easy process to establish your own business to
get a license here or there you will be amazed if you compare it to the all the
obstacles and the non-sense and the bureaucratic processes we have here in Saudi
Arabia.
Another factor is the combination of bottom-up and top-bottom efforts of the 1st
generation and the policy makers. She said:
but don’t you think that just like the previous generation was able to bring in the
presence of women in the chamber of commerce they can perhaps change policies
for example aaaah last year or the year before part time jobs was not a part of aaah
aaaah of labor laws. Now it is, but of course it is a top bottom approach. The
minister himself is pro-change.
Family up bringing is a factor that can help increase the self-efficacy of
businesswomen leaders and advocates. In the case of J2, the role of her father is evident in
her empowerment and the development of her self-efficacy. More than once during the
interview, she stated “I have been raised like that. My father had raised me as an equal to
my male brothers and he never told me that I am different or that I am I am less than them,
I am just equal. He told me to be all I want to”
Factors Hindering. J2 identified the factors hindering the development of self-
efficacy as the lack any of the above helping factors, and the lack of self-efficacy
development in Saudi Arabian curriculum for women.
A lack of the above can very much be a hindering factor to the self-efficacy of
women. Slow outcomes are a hindering factor, she said: ”our movement into the politics is
still is very slow.”
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Lack of self-efficacy development in the curriculum in the Saudi Arabian
educational system is also a factor that she highlighted during the interview: “what I am
interested in is, where their experiences in high schools in college aaaaam that allowed you
to practice a leadership role, that later on help build your confidence?”
In summary, J2 identified the factors helping her self-efficacy as the resistance to
women’s equality, a top-bottom approach to empowerment, her up bringing, and her
father’s support. On the other hand, J2 identified the factors hindering the development of
self-efficacy as the lack of all the above helping factors, and the lack of self-efficacy
development in Saudi Arabian curriculum for women (see table 16)
Table 17
Factors Helping and Hindering J2's Self-Efficacy
Helping • Resistance to women equality • Top bottom approach to empowerment. • Her up bringing and her father’s
support. Hindering • Lack of the above is hindering
• Lack of self-efficacy development in Saudi Arabian curriculum for women.
J2’s Reflections on Generations
J2 acknowledged that she is among a second generation of businesswomen leaders
and advocates: “I think I am a second generation, simply because the pioneers as I told you
are Dr. Thuraya Obaidthose, who paved some obstacles for us.” Furthermore, she
recognized the efforts of the first Generational Cohort, which paved the way for her
Generational Cohort. When asked in what way her generation interacted with the previous
generation she replied, “ they faced more difficulties than we faced aaam, we support them
we support that all their efforts did not go for granted and the generation that followed
96
them is really worth fighting for.” She also highlighted that her Generational Cohort and
the previous Generational Cohort interacted through meetings: “we meet all the time we
are supporting them now, we are in contact taking a lot of benefits from them and learning
from them and getting more support from the first generation.” She also elaborated on what
her generation would like to do for the coming generation of young businesswomen leaders
and advocates:
we are trying to pave the way for them aaaah we are making it easier we are trying
to start putting solid policies we are showing our selves we are showing their efforts
by taking their hands step by step specially with the entrepreneurs now coming in
the market we have regular meetings with them we are offering workshops,
trainings, aaam different kind of support for the new generation because we believe
that they also have a very strong well to make things happen.
She stated that she personally knows women from the first Generational Cohort and
elaborated on how that relationship can be beneficial:
well, I think they are specially. [Deleted for confidentiality purposes] Dr. Bondogji
was the first women employee at in all Saudi chambers in the whole kingdom. And
she is the is the one that started many committees at the chambers, and when you
send someone and tell them you will work with Faten you are extremely sure that
this person will receive a lot of support and help. I know Faten personally ya.
With interaction comes the influence of one Generational Cohort on the other.
A statement from J2’s interview that I will be analyzing in the following chapter is:
“Because change will come with us not with a patient generation.” This reflects the views
of her Generational Cohort in her location. I will return to this idea in the next chapter.
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Table 18
J2's Reflection on Generation
Inf. Reflection J2 • Recognized that she is a 2nd Generational Cohort
• Recognized the efforts of the 1st generation • Obligation to help future generations, through policy reform and workshops. • Her generation and the previous generation have interacted through meetings. • Showed Respect for the 1st generation • Showed that her generation is not patient
Eastern Provence Participant Case (E1): 1st Participant 1st Generational Cohort
Background information. The background information section for E1 will give an
overview of the Participant’s family status, education level, and career choices.
Family Status. E1’s family is well known in the medical business sector. They own
one of the Eastern Province’s most well known hospitals: “I started working with my
family in the family business. Now we have more than four hospitals and a few clinics.”
Furthermore, her father was a promoter of women’s rights and he valued education a lot,
sending her abroad to obtain her education starting in elementary school and continuing all
the way through her Ph.D. “My father was always promoting women’s education and
telling me that I have to help in getting women’s rights.” Similarly, she talked about how it
was her father’s decision to send her abroad to study:
E1: I memorized the whole Quran; after I finished learned the Quran, my dad sent
me to study abroad.
R: Aha, Mashallah, so it was his decision?
E1: Yes, because there were no schools for women at the time, you know.
Education Level. Most of E1’s education was not obtained in Saudi Arabia. When
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asked about her education, she said, “My elementary, high school, my bachelor’s, my
masters, my PhD—all of it was done outside the Kingdom.” Furthermore, she talked about
the Kutab, a non-formal Quran education that was used prior to women’s education in
Saudi Arabia: “The only thing I took in Saudi Arabia was the “Kutab,” the non-formal
Quran education to memorize the Quran.” After that, her father sent her to Egypt to obtain
her elementary certificate. She obtained her B.S. in sociology with a minor on statistics.
Her Masters and Ph.D. were from the United States. The topic of her dissertation focused
on the outcome of women’s education on the future workforce, as described by her:
In my dissertation I said very clearly that education is the primary goal; we have to
concentrate on it and go into professions, than training people in history and
cultural things, like history and geography and so on, because the country is
developing and there are many big projects in development the infrastructural
support of the country, unless we have professionals who can work on these
projects and develop them, will never be able to develop and this is what happened
in 1981 when I got my Ph.D.—there was an expectation that women—40,000
women— would graduate but not have jobs.
Career. E1 is currently the CEO of her family business, overseeing more than four
hospitals and a few clinics. Since she took charge of the family business, the number of
hospitals and clinics has increased. She also started an all-female company to train women
in technology in the 80’s. This company also provided research for remote sectors such as
pharmaceuticals, the military, and the chamber of commerce in Riyadh:
I started a company of all females in 1984, and this company was to introduce
women to technology and small industry, to get women to build their economic
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power. There were 9 women back then. It was called [confidential], and the purpose
was to do research on women in the Labor market work sector, especially in
industry and commerce in different places because of my research profession also.
She was also asked to be a member of various committees in the chamber of commerce and
the council of Saudi chamber of commerce, the big umbrella for all Saudi chambers in the
region.
Prior to that, she worked for one of the Saudi Arabian ministries as a researcher.
That had to end due to her controversial advocacy for women’s right, which forced her to
move back to the eastern province and work for her family business because that was her
only venue.
Table 19
E1's Background Information
Background information
E1
Family • Well-known family in the medical sector • Father support/value education
Education • Obtained her B.S, M.S, & Ph.D in the USA.Studied at a
Kutab (informal Quran education) • Obtained the rest of her education abroad (elementary in
Egypt) Career • CEO of her family business
• Owned a training business • Owned a research company. • Resigned from the public sector to work at her family
business
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Factors Helping and Hindering the Development of Self-efficacy Among Saudi
Arabian Businesswomen.
A description of the Participant sense of ability to advocate. E1 viewed herself as a
researcher. She researched women’s status as businesswomen and found the number of
businesswomen registered at the chamber of commerce. This helped her in her pursuits to
push for the establishment of an eastern businesswomen section of the chamber of
commerce during the negotiation process with the decision makers. She said:
So, we had to ask for a meeting with them and I collected how many women,
because I am a researcher, so I got the number of registrations in the names of
women, and at the time it was a number in the 1000’s; I don’t remember the exact
number. When we came, I was the one who stood up and said look here, either you
have to give us [a section] membership with you or we will stop. We will have our
own chamber for women.
It is evident here that her sense of confidence was a result of her skill as a researcher. She
knew how to get information, she knew her rights, and she was then able to lead others by
speaking for the majority of women, asking for a women’s section that would offer services
for other women.
Furthermore, she acknowledged that her sense of self-efficacy was derived from her
family’s power in the business world. If it were not for that, she would not have done
much: “I am a businesswomen, yes, but if I did not have my family or their business to help
and protect me, I would not have been able to do much.”
How the description relates to Bandara's (1995) model of self-efficacy. Vicarious Experiences. E1 obtained her education abroad in countries such as Egypt
and the United States. She mentioned well-known names in the American feminist
101
movement, such as Gloria Steinem and Betty Friedan: “I attended some of their activities
as an observer and worked on Robin Morgan workshops.” Her observations of the
American feminist movement could have played a big role in her self-efficacy. Bandura
(year) said that the self-efficacy of a person performing a task could be obtained by seeing
others performing the same task, which he refers to as vicarious experiences.
Verbal Persuasion. Her father played a key role in her advocacy pursuits; his words
of encouragements and wisdom impacted her perception of what was around her. He often
would tell her to fight for women’s rights and to never be quiet.
E: He was the instigator, actually, and he put faith in me. He always wanted for
women to be liberated from the way it is.
R: Can you say that he is your role model?
E1: Yes, of course.
R: In what way was he your role model?
E1: He was my role model in that what he believed in, he worked for. And he said
there is nothing impossible. Even when I sometimes say this is impossible to do,
meaning for women’s rights and things, he says there is nothing impossible.
Nothing is impossible. If you believe that you are right, he always told me, don’t
give up no matter what happens to you.
Performance Accomplishment: From an early age, E1 was put in leadership roles,
such as the head of a class during her elementary years and the head of an Arab Student
Association chapter during her college years:
I have been always very active. For example, in my elementary I was always ahead
of the class. Maybe because I was too nutty…they gave me a part of the class so I
102
wouldn’t act up. When I was in college I was very active in student activities; I did
volunteer work; I did leadership work. When I was in the States, I was the head of
the Arab Student Association.
This continued when she moved back to Saudi Arabia. Assuming leadership
positions was what she believed was best for women’s empowerment in Saudi Arabia,
according to the research she conducted for her Ph.D.
Emotional status . When asked about her feelings, E1 was confused as to what
feelings meant. This was not due to language barrier issues, but perhaps that as an
advocate she distanced herself from feelings to move forward in her pursuits:
R: Then can you describe your feelings about pushing for the establishment of the
women’s section at the chambers of commerce? What did you feel?
E1: My feelings?! What did you say? My feelings? My feelings were that I was
very much into women’s issues and rights.
One can see her passion for helping Saudi women obtain independence through
economic power. She stated this explicitly several times throughout the interview. Her
Ph.D. research uncovered that the profound problem of women’s unemployment was due
to the failure to match educational outcome to workforce need. Her research indicated a
future higher unemployment rate for Saudi women if higher education continued providing
the workforce with unqualified workers that did not meet the need of the private sector. “I
got my Ph.D. there; it was expected that 40,000 women college graduates would not have
any job.”
Accordingly, when she had the chance she started a business to train women to use
technology, which was taboo at the time. Yet she took the chance, because it was a great
103
opportunity for women to meet the workforce need—government and/or private. Later on,
she started moving towards the establishment of a women’s section, which not only would
provide jobs for women but also would facilitate the empowerment of businesswomen who
would provide future jobs for other women: “I found out that women, to empower
women…they have the power of economics; they have the power of becoming
independent…I came to realize that the only way to promote women’s right in Saudi
Arabia was for them to have economic independence and/or economic power.” As one can
see, she indicated a sense of responsibility towards improving the lives of Saudi Arabian
women through promoting their economic rights.
Table 20
E1's Self-Efficacy According to Bandura's (1995) Model
Participant Self-efficacy principle Relevant key events E1 VE • Education abroad
• Gloria Steinem • Betty Friedan • Robin Morgan
VP • Father’s encouragement
PA • A head of the class in elementary
• Volunteer in college organizations
• Assuming leadership roles in Saudi Arabia
ES • Citizenship • Obligation for
women rights
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Factors Helping and Hindering.
Factors Helping. E1 identified the factors helping her development of self-efficacy
as education abroad, experiences as a leader, and the power of her family’s business.
E1 acknowledges that her education outside of Saudi Arabia has helped her
tremendously in developing her self-efficacy; she said, “I think what helped was that I was
mostly in the American system. Let’s give them this credit. I don’t like the American
politics in the Middle East, but in the same manner, let’s say this one.” Furthermore, being
positioned as head of the class in her elementary years was a major factor in her
development.
She also highlighted that if it were not for her family’s empowerment and power in
the business world, she would not have been able to accomplish much: “I am a
businesswomen, yes, but if I did not have my family or their business that helped and
protected me, I would not have been able to do much.”
Factors Hindering. E1 did not directly identify factors hindering her self-efficacy
development. She did state that the approach of early decision-makers to forming women’s
committees did hinder the group’s work. However, this was specifically about the group
not her personal self-efficacy development.
Additionally, she talked about how the early decision makers who created
committees at the chamber of commerce did not chose businesswomen to operate the
committees, but did include non-businesswomen members in the committees. Those
members accordingly did not understand the needs of businesswomen: “But the members
that they had, they had some of us businesswomen and some who weren’t.” Furthermore,
she stated that the chamber of commerce was overwhelmed with the meetings and demands
105
for change in policies to improve the status of businesswomen and did meet the
businesswomen’s expectations. Although that did not stop E1 from her pursuits, it did
cause a group resignation of businesswomen from the committee services.
In summary, E1 identifies the factors helping the development of her self-efficacy
as education abroad, experiences as a leader, and the power of her family’s business.
Although E1 did not directly identify factors, which hindered her self-efficacy
development, she did state that the approach of early decision-makers for forming women
committees did hinder the group’s work, but not her personal self-efficacy development
(see Table 20).
Table 21
Factors Helping and Hindering E1's Self-Efficacy
Helping • Education Abroad • Experiences as a leader since a young
age. • The power of her family’s business
Hindering • Did not provide direct suggestions • Did state that early decision-makers
approach of forming women committees did hinder their work, not her self-efficacy to continue.
E1’s Reflections of Generations:
According to E1, she was not only among the first generation of businesswomen
leaders and advocates. She was among those that initiated communication across main
cities. As she was talking about how the physical presence of women was initiated in the
chamber, she claimed that she invited businesswomen from Jeddah and Riyadh to visit the
eastern province to see what businesswomen in the eastern province are doing. When asked
106
to clarify if the Jeddah chambers of commerce had a representative working at the
chambers, she replied
No, no, no, no, no, no, no, no, they did not they did not have anything we were the
ones here in the eastern coast who started it we were the ones who invited them here
to come and see some of the business women…and then we invited people from
Riyadh to come and see what we are doing and then we went to Jeddah and we make
for them a small workshop all right? Not me but some of my colleagues and they
made a workshop for them how we are doing and what we are doing and the whole
bit. Ok.
Furthermore, newspapers were covering many of her generation’s actions. She said “
I remember this news article was published was called Dr.[confidential] is attacking the
chamber of comers.” Although she did not directly suggest the next Generational Cohort
were affected by her Generational Cohort’s effort, the news, meetings, and training
workshops created a space for Generational Cohort influence: “We started working
nevertheless, we had our meetings our board of directors and we started by [confidential]
educating women.”
Table 22
E1's Reflection on Generation
Inf. Reflection E1 1. She initiated communication between main cities to join her efforts in
establishing a women section in their cities. 2. News was covering her generations efforts negatively
Eastern Provence Participant (E2): 2nd Participant 2nd Generation (E2)
Background information. The background information section for E2 will give an
107
overview of the Participant’s family status, education level, and career choices.
Family Status. E2 was brought up in an open-minded family with a supporting
father: “I was raised in an open family, open mentality, my father, he was very supportive
for all of us.” Also, her husband was very supportive of her development. She said “In
addition to that my husband and my new family there all those factors were the backbone
for me to be able to have the courage to start something like that.”
Education Level. E2’s obtained her Ph.D. in Organization Behavior from an
American University: “I have a Ph.D. in Organization Behavior I got it from the American
University in D.C.” She obtained some training in management before earning her Ph.D.:
R: have you taken any training like training and workshops inside or outside the
kingdom?
E2: aaaam ya but not a lot
R: not a lot?
E2: it is usually not more than one to three days maximum. No official certification
training that really. After I finished my Ph.D., No.
R: aaam
E2: a few training programs that were not more than a few days
However, during her graduate work and work in her consultancy firm, she did take courses:
ya I have taken a lot of leadership courses during my masters and Ph.D actually
even bachelors degree, it has a lot of focused on leadership aaam even my
management consultancy firm, the leaders in my management consultancy firm
aaam I have taken also training programs and courses and had so many trainer on
leadership coming and giving training through my consultancy firm on leadership,
108
and I usually either attend or get full exposure on that.
Furthermore, her masters was obtained in the United Kingdom, which she felt was different
than the American graduate system
I had my masters in the UK, and I believe that my networking sessions actually the
system in British is different than the US. We go by modules and each modules will
be all discussing all aspects of each module and so you have a number of
experienced businessmen its is not just students who are out of bachelors degree all
of them were at the level of senior managers and senior executives, and aaaam the
networking of those discussions those two and a half years that I spent in my
masters program maybe contributed to 60 or 70 % of all the knowledge that I have.
So it is the networking that I got during my masters program. It was much more
than my Ph.D. or aaaam part of the work that I, or the exposure that I got from my
network.
Career. E2 is an owner of a management consultancy firm, the first Saudi woman to
do so. Her firm services small and medium enterprises in Saudi Arabia with a focus on
Human Resource projects, quality standards. She described the firm in depth:
I have a management consultancies firm. It focuses on quality management.
It serves mainly small and medium enterprises. We had a couple, aaam two
projects with large enterprises aaaam but it is usual specifically focused
around HR and restructuring of the whole organization and quality
management and quality aaaam setting standards for quality certifications.
The, as you call it it is the aaaaam first management consultant in Saudi
Arabia to be granted for a female. She is also a public speaker on those
109
topics as she highlighted during the interview, “I have also participated in a
lot of conferences all over the world U.S, U.K, Korea, Egypt, aaaaam
Indonesia, aaaam Bangkok aaam so many countries, this to name a few
When asked how she became involved with the chamber of commerce in her local
region, she mentioned that she started training entrepreneurs at the chamber of commerce:
I started working with entrepreneurs, training entrepreneurs on how start
their business and aaaaam I lead a project that was aaaam a joint project
between the chamber and one of the banks it was [deleted for confidentiality
purposes] aaam it was an entrepreneur training and I started through the
chamber to train entrepreneurs on starting their business from home and
starting a small business. Aaaam and through that I got in relationship with
all the people in the chamber and aaaam when the election was about to
come and we were thinking why not include women in the board of
directors of the chamber. This all lead to the starting event by working at the
elections and unfortunately women did not win the first round, none of us
won but I say we succeeded because in the second round two ladies are at
the chambers board now.
In this same quote, she unfolded her involvement with the elections process and the
inclusion of women in the board, which I will discuss more later..
Table 23
E2's Background Information
Background information
E2
Family e. Open-minded family f. Supportive father
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g. Supportive husband
Education h. Obtained Ph.D. from the U.S i. Her Masters from the U.K j. Some training through her consultancy
Career • Owns a consultancy business. (Quality management) • Public speaker • Training entrepreneurs • Nominated for board member at the chamber
Factors Helping and Hindering the Development of Self-efficacy Among Saudi
Arabian Businesswomen.
A description of the Participant sense of ability to advocate. E2 had a high sense of ability in her pursuits of women empowerment. She stated
that through her the description of her efforts to train and educate women of their right and
by modeling the way.
I started working with entrepreneurs, training entrepreneurs on how start
their business and aaaaam I lead a project that was aaaam a joint project
between the chamber and one of the banks it was [deleted for confidentiality
purposes] aaam it was an entrepreneur training and I started through the
chamber to train entrepreneurs on starting their business from home and
starting a small business. Aaaam and through that I got in relationship with
all the people in the chamber and aaaam when the election was about to
come and we were thinking why not include women in the board of
directors of the chamber. This all lead to the starting event by working at the
elections and unfortunately women did not win the first round, none of us
111
won but I say we succeeded because in the second round two ladies are at
the chambers board now.
Also,
So, my whole mission when I was speaking of electing myself in the
chamber was only to educate those ladies who are already businesswomen
or the entrepreneurs who are willing to start business whether they have the
money or they have the idea or they need to go to a joint venture or just need
to learn how to start a business. My main idea was to educate the group of
ladies that we have that are getting into business but with no real basis. So
this was the main motivation behind allllll whatever, if I have done anything
the main was to try to educate those ladies because I believe that we have
great asset and we just need to make sure that we are doing things the right
way not just aaam haphazardly
She also related her sense of ability to her education aboard and networking. As
one can see in her description of where she obtained leadership experiences:
I have taken a lot of leadership courses during my masters and Ph.D.
actually even bachelor’s degree, it has a lot of focused on leadership aaam
even my management consultancy firm, the leaders in my management
consultancy firm aaam I have taken also training programs and courses and
had so many trainer on leadership coming and giving training through my
consultancy firm on leadership, and I usually either attend or get full
exposure on that… So it is the networking that I got during my master’s
program. It was much more than my Ph.D. or aaaam part of the work that I,
112
or the exposure that I got from my network. Because you learn from all the
experiences and all the, and all of them have been there for a long time they
gave me a lot of courage and a lot of knowledge and they gave me the
strength to stand up and give me the believe in what every I am saying and
whatever I am doing. So I think to be very specific my master’s program
was the main aaaaaam factor that gave me the courage and the knowledge
E2 did reflect on the inspiration of Saudi women leaders in her career she said:
my first inspiration was Thuraya Obaid, in the United Nations, she was really my
first inspiration and I was for a long period of time I was looking up to her. She is to
change the view of women and I was always hoping that I will be able to join and
actually I joined AGFUND which is the Arab-Gulf Foundation of the United
Nations Development Program, just because I wanted to get that United Nation
Exposure that she had.
Also,
I joined AGFUND which is the Arab-Gulf Foundation of the United Nations
Development Program, just because I wanted to get that United Nation Exposure
that she had. So, I think, and then I met her also in New York and she was a great
person and I really got inspired by her and I always talk about her whenever I have,
whenever I lecture about entrepreneurship and leadership and women in Saudi so
she was a great person and at the same a great aaaaam leaders, she is one of the
pioneers in Saudi. Ya and I think
How the description relates to Bandara's (1995) model of self-efficacy. Vicarious Experiences. Although she did not think that the Saudi Arabian
educational system provided her with role models, she did indicate that the curriculum
113
touched on pioneering Muslim women in the late Islamic history:
I recall during my school in Saudi Arabia the roles model that we were
exposed to were the the the late history of Islam and as I mentioned we do have a
lot who were role models in leadership in business, judicial …Saida Khadija, Saida
Aisha, aaaaam those are the most important two figures that we had in islam. Saida
Khadija in business and Saida Aisha social interaction and social leadership for the
women at that age. This is during the school years after that you know the different
exposures for different people I don’t recall names but usually whenever a
leadership program you always learn about CEO’s aaaaam, General Managers,
Manager Directors different figures in different organizations globally, each one
will give you a, a, a, different flavor or leadership if I may say. If I may say learning
about those great women might have contributed to her self-efficacy by wanting to
make a difference just like them.
E2 acknowledged that obtaining an education and training abroad contributed to her
self-efficacy through vicarious experiences:
I have taken a lot of leadership courses during my masters and Ph.D. actually even
bachelor’s degree, it has a lot of focused on leadership aaam even my management
consultancy firm, the leaders in my management consultancy firm aaam I have
taken also training programs and courses and had so many trainer on leadership
coming and giving training through my consultancy firm on leadership, and I
usually either attend or get full exposure on that… So it is the networking that I got
during my master’s program. It was much more than my Ph.D. or aaaam part of the
work that I, or the exposure that I got from my network. Because you learn from all
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the experiences and all the, and all of them have been there for a long time they
gave me a lot of courage and a lot of knowledge and they gave me the strength to
stand up and give me the believe in what every I am saying and whatever I am
doing. So I think to be very specific my master’s program was the main aaaaaam
factor that gave me the courage and the knowledge
Interaction with the 1st generation could have contributed to her self-efficacy
development through the training she provided and her involvement with the chambers
events. Although E2 did state that she was not in full agreement with the approach of the
previous Generational Cohort the interaction:
Because, the first phase lasted for quite a long time, but they had their own
problems and their own way of thinking and dealing with the situation not only at
the chamber on the national level. I am talking about a whole group that were even
at the election they were part of also the election. Aaaaam, they have two ladies that
participated of that group. But I don’t think that they were, aaam I think the main
problem that they were not aaaam reading the situation nation-wide correct, they
were not keeping the balance and I think the way they are getting into the whole
thing was very aggressive. And this is not, this is not the way to deal with the
situation in a country that is starting to open doors for ladies. So I think the main
approach was not good. Their approach was not suitable to that period of time.
Also, she did look up to Dr. Thuraya Obaid, the first Saudi woman appointed to a leading
position in the United Nations. She described her as a role model:
my first inspiration was Thuraya Obaid, in the United Nations, she was really my
first inspiration and I was for a long period of time I was looking up to her. She is to
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change the view of women and I was always hoping that I will be able to join and
actually I joined AGFUND which is the Arab-Gulf Foundation of the United
Nations Development Program, just because I wanted to get that United Nation
Exposure that she had.
Verbal Persuasion. Her father contributed to her self-efficacy through verbal
persuasion. When asked who encouraged and believed in her, she said “of course, [deleted
for confidentiality purposes], my father.” She participated in various events such as
providing training to businesswomen and interacting with chambers of commerce women
employees. She believed these events could provide an environment of thought exchange,
exchange which can reflect on the advocacy needed to empower Saudi business women. A
great example was her interaction with Dr. Thuraya Obaid:
I joined AGFUND which is the Arab-Gulf Foundation of the United Nations
Development Program, just because I wanted to get that United Nation Exposure
that she had. So, I think, and then I met her also in New York and she was a great
person and I really got inspired by her and I always talk about her whenever I have,
whenever I lecture about entrepreneurship and leadership and women in Saudi so
she was a great person and at the same a great aaaaam leaders, she is one of the
pioneers in Saudi. Ya and I think
Performance Accomplishment. Although she stated that she never took any
leadership roles as a young student, she did take a leadership role among businesswomen
leaders and advocates. When asked about leadership roles she took as a young student she
said, ” roles no, as a student I have not had any leadership roles.” But the work she did as a
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consultant involved her even further with the needs of businesswomen and women
entrepreneurs. She moved from a consultancy firm to an entrepreneurial trainer to an
advocate for women’s involvement in the election to the board, all of which accumulated
into performance accomplishment:
I started working with entrepreneurs, training entrepreneurs on how start
their business and aaaaam I lead a project that was aaaam a joint project between
the chamber and one of the banks it was [deleted for confidentiality purposes] aaam
it was an entrepreneur training and I started through the chamber to train
entrepreneurs on starting their business from home and starting a small business.
Aaaam and through that I got in relationship with all the people in the chamber and
aaaam when the election was about to come and we were thinking why not include
women in the board of directors of the chamber. This all lead to the starting event
by working at the elections and unfortunately women did not win the first round,
none of us won but I say we succeeded because in the second round two ladies are
at the chambers board now.
Emotional Status. E2 explicitly stated her main intention to be a businesswomen
leader and advocate. She believed that women entrepreneurs needed to be educated and
learn about how to deal with their businesses in order to start a business. In other words,
her obligation towards other women reflects her citizenship:
So, my whole mission when I was speaking of electing myself in the
chamber was only to educate those ladies who are already businesswomen
or the entrepreneurs who are willing to start business whether they have the
money or they have the idea or they need to go to a joint venture or just need
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to learn how to start a business. My main idea was to educate the group of
ladies that we have that are getting into business but with no real basis. So
this was the main motivation behind allllll whatever, if I have done anything
the main was to try to educate those ladies because I believe that we have
great asset and we just need to make sure that we are doing things the right
way not just aaam haphazardly
Furthermore, she felt that others do not know the contribution of Muslim women, “because
a lot of people believe that Islam does not empower women it is the total way around.”
This feeling of being represented as a Muslim women around the world was also a factor in
her empowerment.
Table 24
E2's Self-Efficacy According to Bandura's (1995) Model
Participant Self-efficacy principle Relevant key events E2 VE • Father as role model
• Interacting with 1st Generational Cohort
• Dr. Thuraya Obaid • Muslim women in
history • Studying abroad
VP • Father • Husband • King Abdallah’s
Support to women PA • Consultancy
experience • Training women • Election to the board
ES • Citizenship • Obligation toward
women • Misrepresentation as
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a Muslim woman in the world
Factors Helping and Hindering.
Factors Helping. E2 identified the factors helping the development of her self-
efficacy as support from the government-King Abdallah’s Bin Abdul-Aziz as well as her
family support.
When asked about what factor supported her and motivated her to be a leader and
an advocate for businesswomen, she said that it was the support from the government
represented by King Abdallah Bin Abdul-Aziz, Saudi Arabia’s current king:
I believe that we are getting much more support from the King and from the
government aaaam things have changed dramatically during the past years and if
we give up we would not been able to continue. And I think that the support that
we got from King Abdallah specifically is giving us a big push to continue and
grow. Regardless of any resistance that we get from anyone whether at the
government level or the community level, we got the support of King Abdullah
and we need to prove that we are up to that.
When asked to describe the kind of support that increased her self-efficacy, she replied:
“it is, obviously in all his speeches that he allows women, specially now that he, the
latest thing that the women in the “Shura” Council. This is a great support and this is a
great message to the whole country that women can do it.”
Although E2 did not state that her family and education abroad did have a positive
impact on her self-efficacy to lead and advocate for Saudi businesswomen, one can argue
that it did indeed have a positive impact.
Factors Hindering. E2 identified that the main factor hindering her work is the
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other women who resist change.
When asked what factors were hindering her efforts, she said that other women who resist
change are a hindering factor. She described this as the resistance women fear of negative
changes to the basic, cultural values that would change their husbands, fathers, and sons:
I may say the resistance for change from the women side is much more, they
believe that we maybe start doing to touch the basics and discipline of the culture
and this could change in face their husbands and their fathers and their sons and
aaaam in a bad way, I think this is it. And we have always said that the worst enemy
for women at least here in our culture, are women.
In summary, E2 identify the factors helping the development of her self-efficacy as the
support from the government-King Abdallah’s Bin Abdul-Aziz as well as her family
support. On the other hand, women who resist change can be a hindering factor to E2. (see
Table 24)
Table 25
Factors Helping and Hindering E2's Self-Efficacy
Helping • Support from the government -King Abdallah Bin Abdul-Aziz. • Her family support
Hindering • Other women who resist change
E2’s Reflections Generations:
E2 viewed herself as a member of the second generation of businesswomen leaders
and advocates. This perspective can be seen clearly in her reply to the interview question:
“I would say a second phase. Because, the first phase lasted for quite a long time.”
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According to E2, as a part of the second Generational Cohort, she and the previous
generation were not in agreement on approach issues.
They had their own problems and their own way of thinking and dealing with the situation
not only at the chamber on the national level. I am talking about a whole group that was
even at the election they were part of also the election. Aaaaam, they have two ladies that
participated of that group. But I don’t think that they were, aaam I think the main problem
that they were not aaaam reading the situation nation-wide correct, they were not keeping
the balance and I think the way they are getting into the whole thing was very aggressive.
And this is not; this is not the way to deal with the situation in a country that is starting to
open doors for ladies. So I think the main approach was not good. Their approach was not
suitable to that period of time
In the same quote, one can see evidence of interaction between her generation and the
previous generation through events such as elections. Furthermore, there were meetings
between the two generations as E2 described the ideological differences between the
generations. She said:
Honestly when we started aaaaam and I am talking specifically about myself. I started
aaaaam as much as I can to meet with them aaaaam to show them that we can’t do it alone
we are just a continuation of what you started and I was trying to give them that comfort,
some of them were ok some of them believed that we are doing it differently but because
another generation they need to understand how they are doing it and some of them
believed that we are just trying to aaaaam overcome them trying to aaaaaaam aaaaam how
can I say that to deceive them and say that they don’t know what they did. But aaaaaam but
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those people who aaaam as I said believed that we think differently but we are a
continuation the only thing that we were able to do that to continue meeting with them and
continue aaaaam considering their part on whatever we were doing. Trying to give them
comfort that your period is different than our period your generation is different than our
generation the poeple that you needed to deal with are different than the people that we
deal with currently this is the situation the the the the political situation is much different so
aaam we had people who would listen much more than your time so so so some of them
were understanding and they would keep the relationship, some of them were just aaaam
[unclear] they don’t ever care wither we do it or what are we doing.
When asked about how the global women’s community impacted her vision of what
she can or cannot do, she replied that Dr. Thuraya Obaid, as an international figure,
impacted her vision as a role model.
… aaaaam I think it is what I said about Thuraya Obaid, because she is international,
she is not local anymore so I think what I just said about Dr. Thuraya Obaid, will for
international women. Unless you want someone else?
Both generations were not isolated from one another. As E2 reflected, they worked
together on many occasions. During those occasions, information exchanges happened:
to answer your question what we trying to do when we have anything, any event any
gathering, those people are never isolated. Those people are always invited and we
try to show them that we are all working on one goal. That the presence of them and
whatever experience that they have we need to learn from their experiences so. It
depends now who will be responsive and who will not be responsive.
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Table 26
E2's Reflection on Generation
Inf. Reflection E2 • Viewed herself as 2nd Generational Cohort
• Recognize the 1st generations efforts • Opposes the 1st generations approach to empowerment • Highlighted that the 1st and 2nd Generational Cohort interacted through events,
workshops, meetings, and more. • She highlighted that her Generational Cohort need to understand them.
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CHAPTER FIVE
Generational Cohort Cross-Case Analysis
In the previous chapter, the results of the cases were reported as individual cases
addressing the first research question. The sub-questions inquire into the ways self-
efficacy affected the leadership role of Saudi Arabian businesswomen during a time of
major local and global change, as well as how this differed by Generational Cohort. The
questions will be addressed in this chapter as a multiple-case analysis addressing the
overall findings—apparent in the previous chapter—by looking at all six cases. Then in a
separate section, the differences between 1st and 2nd Generational Cohort will be addressed
(index E)
In order to answer the research question, we need first to present the overall
findings of all three cases. It was evident that the self-efficacy scaffold of the Saudi
Arabian businesswomen leaders is unstructured. Bandura (1995) suggested that people
acquire self-efficacy for a specific task through four principles: vicarious experiences,
verbal persuasion, performance accomplishment and emotional status. All six of my
Participants have, in one-way or another, gone through an unstructured path to self-efficacy
development based on these four principles.
Vicarious Experiences
Five of my Participants (Riyadh C1, Jeddah J1&J2, and Eastern Provence E1&E2)
obtained their education outside the Kingdom, the majority of those in the United States, a
few in the U.K, and one in Switzerland. These experiences were critical to their
development. Each of them described some kind of vicarious experience during their
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school years. Some recognized it as a critical experience and some did not.
One can see the effect of vicarious experiences on J1 through the strategies she used
to advocate for the physical inclusion of women at the chamber when she describes how
the women in charge of the establishment of women’s education operated at King Abdul-
Aziz University back when the university was for men only:
King Abdul-Aziz University started for men, but for women it was done secretly.
They used to bring the girls in after hours at night; they brought them to study… it
started as an underground movement for educating women, because at the time a lot
of women graduated from high school but had nowhere to go. They wanted to
pursue higher education, and they wanted a university. King Abdul-Aziz University
was operating for boys only, and they wanted a women’s section. The operation
started underground. Maybe very few knew, that but it was an underground
movement when they first opened a section for girls.
J1 also recognized an Egyptian woman by the name of Hamdiah Zahran:
This woman has inspired me personally to become what I am today, a Ph.D. holder,
to become a change agent, to do something with my life instead of just finding a
husband and giving birth to children. She was an Egyptian female doctor I meet at
the university when I was getting my Bachelor’s degree in economics; my class was
the first class to graduate degrees in economics, and she was our head of
department. She established the department, attracted us to join it, and adopted us
until we graduated. I heard later that she was a member of the Egyptian parliament;
later, she became a member of the House of Representatives.
When we compare that with J1’s personal advocacy pursuits, we find that she initiated the
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physical presence of businesswomen at the chamber of commerce in the same manner as at
King Abdul-Aziz University:
Of course the infrastructure at the time was not convenient to receive women, and it
was very, very difficult to get them to mix with the men. So, it had to be on a
separate day, at a separate time, with separate employees to serve the women. We
would open the 3rd floor only to businesswomen to visit me and come to me and
talk to me and I would tell them what the chamber was all about, what their role
was, and how they could utilize their membership under this umbrella to gain this
and stuff. It was really a period of time of what I call ’Educating Rita.’
Furthermore, one can see a similarity between her approach to recruiting, educating, and
empowering businesswomen and the Egyptian women’s way of recruiting, educating, and
empowering students in the economics department that she established. When J1 described
how the Jeddah chamber of commerce initiated the physical presence of women in the
chamber, she yelled made those similarities apparent:
Special thanks to Dr. Hamdiah Zahran, because she inspired me and was my muse
to keep me going and to get me through the hard times during my studies when I
was in the States a hundred miles from home.
According to J1, Dr. Hamdiah Zahran went back to Egypt and became a member in the
“Shura” council, commonly known as the parliament: “I heard later on that she was a
member of the “Majlis El-shura” council in the Egyptian parliament; later on she became a
member of the “Majlis El-sha’b” Egyptian senate.”
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Furthermore, she talked about how she was influenced by the feminist movement in
the United Sates, especially Gloria Steinem. She liked Steinem’s balanced approach to
feminism— how she was pushing for choice, not for hating men altogether. J1 said:
I lived in the USA for 13 years, during which I met all types of women of all walks
of life. American women, North American from Canada, South American, or even
from the rest of the world, and I was always intrigued by the women’s movement
all around, whether in the Far East, in Russia, in the Middle East, in Canada, in
America, Australia, all over…and luckily by living in the States I got to meet tons
of those and add their history to reading books, watching movies, and my own
observations. When I used to live there—but remember this was 1978—when I first
went to the States, I joined something called, in my university, the “campus
women’s center,” and these women were classified as, or called themselves,
feminists, and the feminist movement was really at its height at that time in the
States. You don’t even have to be lesbian to believe in that movement. We believed
in having equal opportunity, equal freedom, and equal choices, and a name that was
mentioned all the time, as I recall, was Gloria Steinem.
One can see how vicarious experiences were obtained by my Participant in the Eastern
province, who was educated abroad. E1 was educated in countries such as Egypt and the
United States. During the interview, she mentioned well-known names in the American
feminist movement, such as Gloria Steinem and Betty Freidan: “I attended some of their
activities as an observer and attended Robin Morgan workshops.” Her observation of the
American feminist movement played a big role in her self-efficacy. Bandura (1995) said
that the self-efficacy of a person performing a task could be obtained by seeing others
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performing the same task, which he refers to as vicarious experience.
On the other hand, when looking at the interviews with the Participants from
Riyadh, we find that they put heavy emphasis on their families and early businesswomen
advocates. For example, C1 highlighted that her father was her role model; she talked
about his influence in her life several times without prompting: “ So, he had a big role in
my career life.” When asked about the role model in her life, “Of course, [name, deleted for
confidentiality purposes], my father…since, I was a young he was my role model.” Her
father was one of the well-known names in business in the region, who led and was a part
of many business policy reform efforts. When looking at her own policy reform efforts,
one could argue that in her accomplishments, she is following in her father’s footsteps,
using a personality that reflects her father’s image.
Furthermore, being a part of a business-oriented family could have given her the
vicarious experience that she needed as a successful businesswomen and a reform
advocate. Additionally, it could have given her the needed vicarious experiences as a
policy reform advocate. Similarly, C2 heavily emphasized the role of family as business
owners. The fact that she is in the second Generational Cohort could have an impact on her
vicarious experiences as defined in Bandura (1995). Although the Riyadh Participant C2,
is a businesswomen leader and a founding member of the National Committee for women,
she does not identify as a part of the group of women who pushed for the establishment of
the businesswomen section at the Riyadh chamber of commerce. According to her, being a
part of a business family that personally operated its own business gave her the vicarious
experience of seeing her father and sisters operate and lead a business. Seeing earlier
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businesswomen advocates working for the establishment of the women section influenced
her approach to advocacy.
Jeddah Participant J2 and The Eastern Provence Participant E2, both of the second
Generational Cohort, indicated that in their education in Saudi Arabia they both learned of
early Muslim women leaders and scholars.Although both J2 and E2 did not think that the
Saudi Arabian educational system provided them with role models, they did indicate that
the curriculum touched on pioneering Muslim women in the early Islamic history. The
stories of these women acted as role models to J2 and E2.
For example, when J2 was asked in what way the educational system which she
attended here or in Saudi Arabia provide her with a role model of women leaders
historically or globally, she said:
J2: when I was, as I told you in the Saudi education you will never find any kind or
[unclear] to a a a curaguse women who did remarkable work, although in the
Islamic 43:00 history we have wonderful examples about women leaders who were
aaaah who inspired others and who put I would say a landmark.
R: for example?
J2: for example Al-Shifa’a bint Ady, Alshifa’a bint Ady was appointed by Omar
bin Alkhatab as the monitor for the for the for the aaaah commercial activities in
Madina, so she was in our current language or definition is a Minister of
Commerce.
R: aha
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J2: She had the right to go monitor the market; she used to go the market with a
stick in her hand to hold the traders accountable.
R: Mashallah
J2: so she was a minister of trade in Omar bin Alkhatab time.
Similarly, E2 stated, “I recall during my school in Saudi Arabia the roles models
that we were exposed to were the the the late history of Islam and as I mentioned we do
have a lot who were roles models in leadership in business, judicial …” E2 also recognized
the first generation’s efforts as role models and acknowledged that she and her generation
were walking the their footsteps: “they faced more difficulties than we faced aaam, we
support them we support that all their efforts did not go for another and the generation that
followed them is really worth fighting for.”
Accordingly, given the above cross-case analysis of the six cases representing both
1st and 2nd Generational Cohort in the three major regions Riyadh, Jeddah and the Eastern
province, the majority of Participants developed their self-efficacy through vicarious
experiences through their families and their education.
Table 27
Vicarious Experiences of All Participants According to Generational Cohorts
Participant of 1st Generational Cohort
Participant of 2nd Generational Cohort
C1 • Father as role model • Studying abroad • Business Family
C2 • Father as role model • Business Family • Associating with 1st
generation J1 • Father as role model
• Studying abroad • Business Family
J2 • Father support • Islamic history
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• Women advocates as role models
• Gloria Steinem • Educating Rita
E1 • Education abroad • Gloria Steinem • Betty Freeman • Robin Morgan
E2 • Father as role model • Interacting with 1st
Generational Cohort • Dr. Thuraya Obaid • Muslim women in history • Studying abroad
Verbal Persuasion There was no evidence provided by the Participants suggesting that they were
verbally persuaded to be businesswomen leaders in a structured manner—all were
empowered to succeed, but not necessarily as businesswomen leaders. My Jeddah
Participant, J1, did not talk about any experiences of verbal persuasion in her advocacy
pursuits, but she did state clearly that Dr. Hamdiah Zahran, whom J1 greatly admired, used
indirect verbal persuasion to convince her to obtain a Ph.D.:
Actually, to tell you the truth, Reem, I just remembered, she used to tell me, You
are a project of a doctor. when I was in my second year of college (Implying that
you will be a doctor.) She saw something in me that I did not see myself. She really
saw something even in my first year of college. When I was a junior, I would give
her a paper or write an exam or something and she would read it and gives it back
and would say, “Good job, future doctor.”, She put that idea in my head, and it
made me want to pursue my higher education. Similarly, J2 stated that her father
told her to be equal to men she said, “He told me to be all I want to, and he never
segregated us I would say. And all the time he was talking to me and my sisters
the same way he is addressing our brothers.
On the other hand, the father of the Eastern Province Participant played a key role
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in her advocacy pursuits; his words of encouragements and wisdom impacted her
perception of what was around her. He would often tell her to fight for women’s rights and
never be quiet:
E1: He was the instigator, actually, and he put faith in me. He always wanted for
women to be liberated from the way it is.
R: Can you say that he is your role model?
E1: Yes, of course.
R: In what way was he your role model?
E1: He was my role model in that what he believed in, he worked for. And he said
there is nothing impossible. Even when I sometimes said this is impossible to do,
meaning for women’s rights and things, he said there is nothing impossible.
Nothing is impossible. If you believe that you are right, he always told me, don’t
give up no matter what happens to you.
Similarly, E2 stated that Her father contributed to her self-efficacy through verbal
persuasion. When asked who encouraged and believed in her she said “of course,
[Deleted for confidentiality purposes], my father”
Similarly, the Riyadh Participants were not specifically told or persuaded by others to
advocate. C1 said that her father pushed her to continue her education, then to do what she
wanted: “But my father said no. He said finish your education in its all-official levels then
do what you want.” His actions conveyed his expectations of her ability and played as
verbal persuasion to her, talking her into continuing her education in all its “official levels”.
However, C2’s involvement in meetings after the establishment of the women
section at the Riyadh Chamber of Commerce provided her with the opportunity to hear
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from other advocates, which might have impacted her advocacy pursuits. Blackwell (2006)
said that the 2nd thread, the women space is a forum for providing an exchange of thoughts
and needs that facilitate advocacy among women. Again, that might be due to her being
among a 2nd Generational Cohort.
Accordingly, given the above cross-case analysis of the six cases representing both
the 1st and 2nd Generational Cohort in the three major regions Riyadh, Jeddah and the
Eastern province, the majority of the Participants developed their self-efficacy from the
verbal persuasion from their fathers and their educators.
Table 28
Verbal Persuasion of All Participants According to Generational Cohorts
Participant of 1st Generational Cohort Participant of 2nd Generational Cohort C1 • Father’s role
• Education abroad provided her with encouragement that she was deferent.
• Training and development.
C2 • Involvement in meetings. • Hearing the needs of other
business women
J1 • Father’s role • Professor in college
years in Saudi. • Dr. Hamdia Zahran
J2 • Father’s influence • King Abdallah’s support • Invitations to work on
government projects E1 • Father’s
encouragement E2 • Father
• Husband • King Abdallah’s Support to
women
Performance Accomplishment
All six Participants did not undertake performance accomplishment specifically to
become businesswomen advocates. Yet they all, in one-way or another, have been through
performance accomplishments to succeed and lead.
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J1 did not talk about previous advocacy experiences in her life at all levels; only
those which came later, while she was advocating for corporate social responsibility. She
talked about how advocating involved planning, then launching, then running the process,
then moving on to another cause. In her description, she said: “I planned it; in the second
year I launched it; and in the third year it was up and running, so I moved on.” She used the
same process in her advocacy pursuits for promoting corporate social responsibility. From
an early age, E1 was put in leadership roles, such as the head of a class during her
elementary years and the head of an Arab Student Association chapter during her college
years:
I have been always very active. For example, in my elementary school I was always
ahead of the class. Maybe because I was too nutty…they gave me a part of the class
so I wouldn’t act up. When I was in college I was very active in student activities; I
did volunteer work; I did leadership work. When I was in the States, I was the head
of the Arab Student Association.
This continued when she moved back to Saudi Arabia. Assuming leadership positions was
what she believed to be best for women’s empowerment in Saudi Arabia, according to the
research she conducted for her Ph.D.
the Riyadh Participants, C1 obtained her education abroad. She was encouraged to
join teams and to learn to be a leader as well as a follower. The effect of her university
teamwork activities in her ability to lead committees at the chamber of commerce was
strong:
the University was about team work, and anything we work on was a team work.
The teamwork that we used to do in college in all our projects was one o the reasons
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why aaaaam the reason of success in working in committees in the chamber of
commerce. Aaaam leading as much as working as a team.
Another performance accomplishment for C1 took place in Saudi Arabia. She
learned how to avoid unnecessary resistance in her advocacy persists by keeping a low
profile until the culture would become more educated and accepting towards the inclusion
of women in the business world. She gave this as an example of the importance of
visibility of women, saying, “at first we were keeping a low profile. Ok. Because back
then if there was public visibility with it comes resistance and misunderstanding and that
will delay our efforts…We should not keep low profile. We need to be out there to
encourage young women, and support them. It is now our duties to support those young
women to lead by starting investments, led by creativity and innovation, I mean opposite to
the previse situation.” This experience equipped C1 to face resistance for her current efforts
towards women empowerment and advocacy.”
Similarly, the 2nd Generational Cohort, J2 indicated that working at a multinational
corporation has equipped her with the necessary performance accomplishments to allow
her to advocate for businesswomen. She said, “When I joined the private sector for the first
time I did not work for locals I always worked for a multinational company. So you are
dealing with people who worked for long, long, long, periods with females.” Also, she
demanded face-to-face meetings with the men’s sections at the Human Resource Fund
institution. She described the situation as ridiculous, although her vicarious experiences
gave her the skills needed to fight for her right despite resistance. In her description, she
said:
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That was honestly a ridiculous thing and remember once when aaam the human
resource fund aaaam they they put a regulation that women cannot come to the
human resources fund and use the elevator and if they want to use anything from
the human resources fund they have to call and somebody will go down and see
what they want and immediately they called the manager of the human recourses
fund that that was at the time [deleted for confidentiality purposes], and I told him I
am coming to your office [deleted for confidentiality purposes] this afternoon and I
am going to upstairs and I am going to meet with you and your assistant and I just
want to see who is going to stop me from doing that, and I did it.
J2 also worked on various committees as covered in her background section. She
assumed leadership roles beyond her role as a lecturer at the university prior to her
resignation.
Similarly, E2‘s experience working at her own consultancy firm allowed her to
have the necessary skills and knowledge to advocate for other women. She gained these
skills and knowledge through first training women on their business rights then by
participating in her local chamber of commerce elections to the board of trustees.
In contrast, C2’s family business involvement was a factor in the development of
her leadership skills. In her family business, she gained the experiences needed to operate
and facilitate decision-making, but not necessarily the experiences needed to advocate and
fight for one’s rights.
Accordingly, given the above cross-case analysis of the six cases representing both
the 1st and 2nd Generational Cohort in the three major regions Riyadh, Jeddah and the
Eastern province, the majority of the Participants developed their self-efficacy through
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performance accomplishment with family business involvement, work experiences, and
assuming leadership roles during their formal education.
Table 29
Performance Accomplishments of All Participants According to Generational Cohorts
Participant of 1st Generational Cohort Participant of 2nd Generational Cohort C1 • Education abroad
• Teamwork • Avoiding resistance
in her empowerment pursuits
C2 • Work experience in her family business
J1 • Education abroad • Experiences
working in corporate social responsibility advocacy
J2 • Experience in human resources
• Work experience through-out her career.
E1 • A head of the class in elementary
• Volunteer in college organizations
• Assuming leadership roles in Saudi Arabia
E2 • Consultancy experience • Training women • Election to the board
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Emotional Status
All six Participants demonstrated a high sense of citizenship, which created a deep
emotional status and passion for their pursuits. J1’s sense of citizenship and her passion for
helping Saudi Arabian women understand their rights was present throughout her
interview. Her sense of obligation to pay back the kindness of the government’s support of
her education was shown clearly in the quote below:
The government was very, very generous to me throughout my studies in the States.
I was sponsored by the Saudi Arabian government, and I felt like I was really
privileged to have that scholarship. My sister and I lived like two princesses there at
the time, in terms of the financial aid that we received. At the same time, the people
at the embassy were quite helpful because we were a very, very small number of
women and they were very helpful and very supportive of us. Every time we picked
up the phone and asked for something, they would send it to us immediately and
without any resistance. I thought that if I got this privilege and the government paid
for it, maybe I should go back and pay back the government.
Furthermore, her passion to promote women with jobs emerged when she talked about a
time when the university was thinking of closing the department:
The students were finding it very difficult to find jobs, and because there was
nobody trying to help them at the time, we said maybe not now and the future is
bright and there is huge hope for these girls someday to assume jobs in the private
sector.” the university management did not buy it at first, but then we stood up very,
very hard to the discussion of eliminating the college. Ironically, Reem, all the girls
who are graduating from Arabic language, English literature, geography, history
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now cannot find jobs, and market is hot for business and economics and marketing
and accounting degrees, so the table has turned around 180 degrees. With that in
mind, I was beginning to hear this whole concept called Saudization, from 1990’s
prince Niaf—God bless his soul—because they started to fear the pinch of not
having enough jobs for the graduates.
R: Aha
J1: Universities started to put tons and tons of graduates into the market who
couldn’t be employed; they started talking about re-qualifying college graduates for
the labor market. We figured, maybe we are concentrating too much on knowledge
and theory and we don’t have enough skills, applied skills to carry out jobs in the
private sector, so let’s requalify them to give them the skill to carry on. This is the
time I was watching the scene and seeing all the boys getting this through the
chambers of commerce, but not the girls.
R: Aha
J1: And this is when I got out and made appointments to meet all the people in the
chamber of commerce at the level of the board of directors and the top
management, and I convinced them that I can join the chamber of commerce, even
as a part time consultant, because at the time they could not even hire me.
Furthermore, J1 felt distant to many significant events in her life, which shows a high sense
of faith in the fact that people are placed in this world for a reason. She believes the reason
she is in this world is to advocate for women’s rights: to educate them, but not to be their
competitor:
Lots of factors, lots of factors that I encountered in my life made me what I am
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today…I would not want to take credit for any of it, but as I told you, it is destiny. I
felt destined to continue my education. I felt destined to come back again and pass
that education to the next generation. I felt destined and obliged to help women who
needed help at the time, whether in business or elsewhere. I gave that help when I
could, and I felt destined that I would do something different in pushing them and
educating them. A lot of them said, “Why don’t you run? You could have easily
acquired a business license at the time and built a business and said, ‘I am a
business women’ and ‘you nominate yourself’ but I told them, “I am not a business
women, but a facilitator. I am a helper,” and that is how I always saw myself. I am a
facilitator. I am a helper. I aid women. I assist women, but I don’t compete with
women.
Similarly, E1 from the Eastern Province had a passion for helping Saudi women obtain
independence through economic power. She stated this explicitly several time throughout
the interview. Her Ph.D. research uncovered the failure of higher education to match
educational outcomes to workforce need at the heart of the profound problem of women’s
unemployment. Her research indicated a future higher unemployment rate for Saudi
women if higher education continued providing the workforce with unqualified workers
that did not meet the needs of the private sector: “I got my Ph.D. there; it was expected that
40,000 women college graduates would not have any job.”
Accordingly, when she had the chance, she started a business to train women to use
technology. This was a taboo at the time, yet she took the chance because it was a great
opportunity for women to meet the workforce needs—government and/or private. Later
on, she started moving towards the establishment of a women’s section, which not only
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would provide jobs for women but also would facilitate the empowerment of
businesswomen who would provide future jobs for other women: “I found out that women,
to empower women…they have the power of economics; they have the power of becoming
independent…I came to realize that the only way to promote women’s rights in Saudi
Arabia was for them to have economic independence and/or economic power.” As one can
see, she indicated a sense of responsibility towards improving the lives of Saudi Arabian
women through promoting their economic rights.
The Riyadh Participant, C1, also showed a high sense of obligation to enhance the
image of Saudi Arabian women internationally from an early age. She believed that
perhaps one of the impacts of studying abroad was that she was constantly defending the
image of Saudi women to her peers. For example, when she was asked about what
impacted her self-efficacy abroad she said,
C2: perhaps only, the only influence was aaaaam … I mean their views of Saudi.
Saudi women cannot do anything you know what I mean?
R: you mean their negative image of Saudi women, that we can’t do.
C2: yes, and I rejected that. They used to be surprised that I was a Saudi women.
And that Saudi women can’t do anything. So, I was pushing that no Saudi women
can do and will do and you know what I mean.
The second Generational Cohort also displayed high citizenship. For example, C2
displayed a high sense of citizenship and obligation for organizing and directing women to
know their rights and maintain independence by knowing the culture and playing it safe to
reach goals. When asked what motivated her to advocate, she said, “First, the support of the
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government.” We have to keep in mind that the government here means the king and the
royal family, not the public sector.
Similarly, J2’s sense of ability was also derived from her sense of citizenship and
feminist views. She said, ”women are going in all the factories right now almost all the
factories. In production lines, and they are doing, they are doing, amazing wonderful work,
wonderful work. Meaning without his support with his empowerment without his support,
without his belief, it would not have happened. Honestly. And we want this support to
continued. We want also for the entire society equality no more than that. We need to be
equal. As long I am equal in in in the aaaaam whatever the society need form me then I
have to be equal in the rights as well. Why should I be always a 3th degree or a 4th Degree
citizen.”
Likewise, E2’s obligation towards educating other Saudi women of their rights
reflected her citizenship. She said,
So, my whole mission when I was speaking of electing myself in the chamber was
only to educate those ladies who are already businesswomen or the entrepreneurs
who are willing to start business whether they have the money or they have the idea
or they need to go to a joint venture or just need to learn how to start a business. My
main idea was to educate the group of ladies that we have that are getting into
business but with no real basis. So this was the main motivation behind allllll
whatever, if I have done anything the main was to try to educate those ladies
because I believe that we have great asset and we just need to make sure that we are
doing things the right way not just aaam haphazardly.
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Both the 1st and the 2nd Generational Cohorts stressed the importance of
strategically defying resistance to women’s development by any opposition groups and
individuals.
Accordingly, given the above cross-case analysis of the six cases representing both
1st and 2nd Generational Cohort in the three major regions Riyadh, Jeddah and the Eastern
province, the majority of the Participants developed their self-efficacy with emotional
status through their high sense of citizenship and defiance of resistance by conservative
parties.
Finally, after examining all six cases in this cross-case analysis one can argue
although there are similarities between both the 1st and the 2nd Generational Cohort. In
the following section I will do a cross-case analysis of both Generational Cohort.
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Table 30
Emotional Status of all Participants according to Generational Cohorts
Participant of 1st Generational Cohort
Participant of 2nd Generational Cohort
C1 • Citizenship/ • Obligation to help
women • Misrepresentation as
a Saudi women • Changing the
negative views of Saudi women
• The resistance of the Opposition groups.
C2 • Citizenship/ • Obligation to change
according to cultural values
• Government support/royal family Feeling safe
J1 • Citizenship/ • obligation to pay
back the government for paying for her education through a scholarship.
• Obligation to help women find jobs and contributing in the solution of high unemployment among women.
J2 • Citizenship/ • Obligation to help women
E1 • Citizenship • Obligation for
women rights
E2 • Citizenship • Obligation toward women • Misrepresentation as a
Muslim woman in the world
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Table 31
1st Generation Self-Efficacy According to Bandura's (1995) Model
Self-efficacy Principl
e
C1 J1 E1
VE • Father as role model
• Studying abroad-Team work.
• Business Family
• Father as role model • Studying abroad • Business Family • Women advocates as
role models • Dr. Alkhateeb & Dr.
Gabani. • Gloria Steinem • Educating Rita
• Education abroad
• Gloria Steinem
• Betty Freidan • Robin Morgan
VP • Fathers role • Education abroad
provided her with encouragement that she was different.
• Training and development.
• Fathers role • Education Abroad-
Campus women association.
• Professor in college years in Saudi- Dr. Hamdia Zahran
• Fathers role
PA • Education abroad • Teamwork • Avoiding
resistance in her empowerment pursuits
• Education abroad- Campus women association.
• Experiences working in corporate social responsibility advocacy
• A head of the class in elementary
• Education Abroad-Volunteer in college organizations.
• Assuming leadership roles in Saudi Arabia
ES • Citizenship/obligation to change
• Misrepresentation as a Saudi women
• Changing the negative views of Saudi women
• The resistance of the Opposition groups.
• Citizenship/obligation to pay back the government for paying for her education through a scholarship.
• Obligation to help women find jobs and contributing in the solution of high unemployment among women.
• Citizenship • Obligation for
women rights
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Table 32
2nd Generation Self-Efficacy According to Bandura's (1995) Model
Self-efficacy Principle
C2 J2 E2
VE • Father’s role • Business
Family • Interaction
with 1st generation
• Father’s role
• Islamic history
• Interaction with 1st generation
• Father’s role • Interacting with 1st
Generational Cohort
• Dr. Thuraya Obaid • Islamic history • Studying abroad
VP • Involvement in meetings.
• Hearing the needs of other business women
• Father’s influence
• King Abdallah’s support
• Invitations to work on government projects
• Father • Husband • King Abdallah’s
Support to women
PA • Work experience in her family business
• Experience in human resources
• Work experience throughout her career.
• Consultancy experience
• Training women • Election to the
board
ES • Citizenship/obligation to change according to cultural values
• Government support/royal family
• Feeling safe
• Citizenship/Obligation
• Feminism views
• Citizenship • Obligation toward
women • Misrepresentation
of Muslim women in the world
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Cross-case analysis of the factors helping and hindering the Participant’s self-efficacy
The majority of the first Generational Cohort identified education abroad as a factor
that helped the development of their self-efficacy. For example, C1 indicated that she
developed a level of citizenship while abroad, as well as and understanding of the needs of
businesswomen that she now and felt obligated to advocate for. When asked about the role
her education played in the level of her self-efficacy, she said, “of course, my educational
background have helped me aaaam not abstain, and with the overall picture I was
encouraged to continue. The picture of needs, the needs of businesswomen to have an
entity, I was encouraged to continue.” The encouragement of teamwork equipped her with
the social skills she needed to work in the chamber’s committee’s “the University was
about team work, anything we work on was a team work.”
J1 also reflected on her education in the United States through the scholarship
program provided by the government,
When I was living in the states the word Global was not really used that much we
would say international but during my life in the states I lived there for almost 13
years.
R: 30 or 13?
J1: 13 years, during which I met all types of women of all walks of life American
women, north American from Canada, south American, or even from the rest of the
world and I was always intrigued by the women movement all around whether in the
far east in Russia, in the middle east in Canada in America, Australia, all over and
luckily by living in the states I got to meet tons of those and adding their history in
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addition of course to reading books and watching movies and always going through
this. But the time I used to live their but remember this was the 1978 when I first
went to the states and I joined something called in my university called the campus
women center and these women wore classified or called themselves as feminists and
the feminist movement was really at its height at the time back in the 70’s in the
states you don’t even have to be lesbian to have or believe in that movement we
wanted to believe in the fact that in equality in having equal opportunity equal
freedom equal choices all that stuff and a name that was mentioned all the time at the
time as I recall was Gloria Steinem
E1 also reflected on her education abroad: “I think what helped was that I was mostly in the
American system. Let’s give them this credit. I don’t like the American politics in the
Middle East, but in the same manner, let’s say this one.”
Two of the Participants reported that resistance by opposition groups helped increase
their emotional status (Bandura, 1995) in terms of an increase in their feelings to fight for
their rights. C1 reported one factor that helped build self-efficacy in her: the feeling that
the criteria of choosing committee members must change to serve the intended group, and
should not be just for show, or a tactic used by opposition group to dismantle the efforts of
the committee. “That is what is going on in ministries, forming committees, ok committees
of consultants you know a group of consultants for varies ministries. If this is present it is a
good idea however we must work on the criteria for choosing members need to be done
properly all voices must be represented. and giving them the true chance to represent their
voice not just for show. For example in the ministry of labor to some extent looks right.”
J1 described the pressure and resistance she faced, “What made me continue despite
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the resistance and despite the pressure I had from my dad to give it all up and just be
happy, and go back to the university and just you know stay as your sister and be a good
girl like your sister and just stay with the teaching, stick with teaching is because I was…I
always saw myself as a change agent.” She described how her generation paved the road
for the generations to come: “my generation fought for it very hard we were crucified we
were called names we were shattered to pieces we were really stigmatized even in our
honor and our family name.”
On the other hand, the second Generation reported government support as a factor
helping the development of their self-efficacy. For example, when C2 was asked about
what motivated her in her advocacy pursuits, she said, “First, the support of the
government. If it were not for that support, we could fight but if there was no support …
this was it. There was support by the government to pull women from their transitional role
and put them at the highest levels. This was the motivation that I had and a factor that
affected me.” Also, J2 reflected on the importance of having a combination of bottom-up
and top-bottom efforts between the 1st generation and the policy makers: “but don’t you
think that just like the previous generation was able to bring in the presence of women in
the chamber of commerce they can perhaps change policies for example aaaah last year or
the year before part time jobs was not a part of aaah aaaah of labor laws. Now it is, but of
course it is a top bottom approach. The minister himself is pro-change.” Having a pro-
change minister of labor impacted her self-efficacy.
E2 also reported governmental support as a helping factor. When E2 was asked
what factor supported her and motivated her to be a leader and an advocate for
businesswomen, she said the support from the government represented by King Abdallah
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Bin Abdul-Aziz, Saudi Arabia’s current king:
I believe that we are getting much more support from the King and from the
government aaaam things have changed dramatically during the past years and if
we give up we would not been able to continue. And I think that the support that
we got from King Abdallah specifically is giving us a big push to continue and
grow. Regardless of any resistance that we get from anyone whether at the
government level or the community level, we got the support of King Abdullah and
we need to prove that we are up to that.” When asked to describe the kind of
support that increased her self-efficacy she replied “it is, obviously in all his
speeches that he allows women, especially now that he, the latest thing that the
women in the “Shura” Council. This is a great support and this is a great message to
the whole country that women can do it.
All three Participants from the second generation reported family support as a factor
helping their self-efficacy development. For example, when C2 was asked who her role
model in life was, she replied that she does not have a particular role model, but that she
picked up good habits from the people in her family “I took from my mother some things,
from my father, other things from my brothers.”
According to C2, the family business operations provided her with an opportunity
to obtain vicarious experiences and performance accomplishment. These elements of
Bandura’s
(1995) Self-efficacy have helped C2 learn how to lead a business by watching her family
members. Business often involves taking risks and paving the way to maximizing profit by
making deals with others. On the contrary, advocating for rights involves taking risks and
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paving the way to achieve change. Furthermore, she was able to be a part of the family
business decision-making. Her participation was, according to her, one strong factor that
helped build her experiences. Through her family business involvement, she was able to be
a part of the decision-making of important business deals, which eventually facilitated her
hands-on training by her father and sisters.
Similarly, J2’s family up-bringing is a factor that helped increase her self-efficacy
as a businesswomen leader and advocate. The role of her father is evident in her
empowerment and the development of her self-efficacy. She stated more than once during
the interview that “I have been raised like that. My father had raised me as an equal to my
male brothers and he never told me that I am different or that I am I am less than them, I
am just equal. He told me to be all I want to.”
E2 repeated the theme of fatherly support in her description of her family support,
“Since I was very young I always heard from my father, you can do it you can make
it aaaam you have it all you will be something really big one day and then it
continued with my husband he from day one he fully supports me and he believed
that aaam , if I want anything I can do it and I can make it because I got all the
ingredients to do it. and this is really continuance on a daily basis if I may say so so
there are not specific stories that I can say the only thing that I can say the elections
the aaam although my husband was supporting me all the time he meant not to show
up at the day of the elections just to tell people and send a message that I am doing it
because I cannot because my husband is helping me. Although it was obvious that
that I have family support to be there but he just wanted to give a message that she
can do it alone.
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One large factor hindering the development of self-efficacy for the first generation
was the lack of successful criteria for the formation of the committees to promote women
by the decision makers. C1 reported that committee formation did not represent the people
the committee was established to serve, which hindered her development of self-efficacy:
For example, you find the people that the committee was established for, are
missing, not represented. They instead appoint academics. It is ok to put
academics and experts no problems but appoint the people whose issue is the topic.
To have a balanced voice and that and women are a part representing other women.
Depending on the reason behind the establishment of the committee are
represented, that be youth, women, men, disabled all those represented.
E1 reported a similar situation that hindered the work of the group, but not her own
personal self-efficacy. She did not give direct statements on factors hindering her self-
efficacy, but rather talked about how early decision makers who created committees at the
chamber of commerce did not chose businesswomen to operate the committees, and instead
included non-businesswomen members in the committees. These members accordingly did
not understand the needs of businesswomen: “But the members that they had, they had
some of us businesswomen and some who weren’t.” Furthermore, she stated that the
chamber of commerce was overwhelmed with meetings and demands for change in policies
to improve the status of businesswomen and meet the businesswomen’s expectations.
Although that did not stop E1 from her pursuits, it did cause many businesswomen to
resign from committee services.
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The first Generational Cohort did not report passive education as a hindering factor
of their self-efficacy. However, they indicated their opinion about the education system as a
lacking important empowerment tools to businesswomen.
The second Generational Cohort, on the other hand, reported a passive role of
education in the Saudi Arabian educational curriculum. For example, C2 highlighted the
passive role of the educational system, a system that did not provide her with the
opportunity to have role models. She stated that the Saudi Arabian educational system is a
system that values “grades” but not necessarily knowledge related to one’s future
aspirations. The same system did not facilitate opportunity for her generation to practice
and be involved in leadership positions related to the business world. Furthermore, she
stressed the importance of visibility of women at events:
We did not see that model to follow it, but we hope for the new generation to see those
models in front of it, and not only hear about them or think they are just dreams and
ambitions. That they are real and they exist. That women exists and she has a role, and
now we started being visible at events and have started to have a role. Now we are not
saying that we only look visible No, this is there, not extensively apparent, but it’s there.
Yeah, I am with it with it strongly.
Although public visibility of women in the Riyadh region is a taboo, C2 supports it within
limits.
On the other hand, according to C2, there is a profound lack of high quality
leadership training in the country, at least a lack of hands-on type of leadership training that
involves women in relevant experiences to develop their positive leadership traits. She said,
“In my experience, sadly, we don’t have leadership training: in our events, but very
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shallow. We must have education in this field. I mean people who have those leadership
traits, how would they develop them, we should give them experience and we develop
them early, not wait until it is too late to build them. It starts from the early development
years; we need to teach it to them and give them roles.”
Similarly, J2 stated that the lack self-efficacy development curriculum in the Saudi
Arabian educational system is also a factor that she has highlighted during the interview,
she said “what I am interested in is, were there experiences in high schools in college
aaaaam that allowed you to practice a leadership role, that later on help build your
confidence.?”. (see Table 32)
Table 33
Cross-Case Analysis of Factors Helping and Hindering Self-Efficacy of All Six
Participants
Generational
Cohort
Participant Helping Hindering
1st Generational
Cohort
C1 • Education abroad • Resistance • Teamwork
building in college • Education
supporting creative thinking, analyzing, being out of the norm and innovation
• Work experiences in the private sector
• The criteria of choosing advocacy committees
• Lack of representatives of the main group that specialized committees was created for.
J1 • Family support and her mother’s verbal persuasion
• Education abroad
• Did not provide any factors hindering her self-efficacy.
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• Scholarship opportunities for women
• Seeing other women role models during her college years.
• Resistance by opposition groups and by her father made her more determent to continue.
• Wanting to fulfill the government’s vision for women development.
E1 • Education Abroad • Experiences as a
leader since a young age.
• The power of her families business
• Did not provide direct suggestions
• Did state that early decision-makers approach of forming women committees did hinder their work, not her self-efficacy to continue.
2nd Generational
Cohort
C2 • Government support
• Taking after different people around her like mother, father and sisters
• Involvement in family business decision-making.
• Passive role of education system in Saudi
• Education did not provide self-efficacy development opportunities
• Lack of visibility of role models
• Lack of high quality leadership for women in Saudi Arabia.
J2 • Resistance to women equality
• Top bottom approach to empowerment.
• Her up brining and her father’s support.
• Lack of the above is hindering
• Lack of self-efficacy development in Saudi Arabian curriculum for women.
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E2 • Support from the government -King Abdallah’s Ben Abdul-Aziz.
• Her family support
• Other women who resist
change
First vs. Second Generational Cohort There are many similarities between the first and the second generation of Saudi
business leaders and advocates that could have been acquired for various reasons.
However, the 1st and 2nd generations differ in their approach to women’s empowerment in
the business world. In this section I will start with a discussion of the similarities and
differences as relevant to the interviews and literature review. But before I start the cross-
case analysis of the six cases it is important to highlight the biases belonging to each
generation.
Ryder (1965) suggested that a cohort of people can share a set of distinctive events
and individual character similarities and make up the cohort, which can be later studied in a
cross-case analysis of a given population within social change. Furthermore, he argued that
successive cohort development is dependent on education, group socialization, and
personal experience. Most importantly to my study, he argued that age or generation does
not link people to a specific category. Thus, a cohort can be seen as a small group. For the
purpose of the study, a Generational Cohort was determined, by the establishment of a
women’s section that providing Chamber of Commerce services to other businesswomen.
This event does differ from one geographical location to the other. In the following
paragraphs, a cross-case analysis will argue that despite the many similarities between both
generations, they still differ in their approach.
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Both 1st and 2nd generations have obtained their education abroad. C1,J1,J2,E1,
and E2 studied in the United States and/or Europe. C2 acquired training abroad, but not an
academic degree. Furthermore, J1, J2, E1, and E2 are all highly educated with Ph.D.
degrees. C1 has a B.A. from a European university and C2 has a B.A. from a Saudi
Arabian university. Such similarities yield that higher education is important in the
development of self-efficacy in both generations. The goals and future aspirations of all the
women interviewed from the 1st generation who were educated abroad did not differ from
those of the 2nd generation. C1, the only Participant who obtained her education in Saudi
Arabia, had a future aspiration to be the Saudi Arabian King’s Advisor: “ I would like to
attain to be an advisor for the king” J2 also aspired to be a Saudi Arabian Minister: “it is a
dream for me to be the first Saudi Minister.”
The findings of a study (Sylvia, Grund, Kimminau, Ahmed, Marr, and Cooper,
2010) done on rural women leaders by a group of researchers looking into the causes of
leadership development, it was found that the sources of those women’s success in
becoming leaders of their community was mostly attributed to education. The research was
done using individual interviews of 25 rural women leaders, as well as a survey of 133
women respondents. The interviews showed that the Participants saw themselves as
lifelong learners. The Participants also identified the role of their educational experiences
and the role of their teachers as role models. The survey yielded similar results to my
interviews. Thus, one can argue that since the 1st and 2nd generation of businesswomen
leaders and advocates were highly educated, it is necessary to provide a semi-structured
self-leadership development program to insure the development of self-efficacy among
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future business women. Development of future businesswomen would also manifest the
next generation of businesswomen leaders and advocates.
Furthermore, when looking at another article using Banduras’ (1995) theory,
Barcly, Mellor, Bulger, and Kath (2007) examined the gender effect on the vicarious
experience of union members’ leadership self-efficacy. They sampled 412 members of an
American union using a survey. The survey was sent to the members whose ages ranged
from 18 to 73. The results showed that similarity of gender within the group increases the
vicarious experiences’ influence on self-efficacy. These results highlight how the Saudi
Arabian “women sphere” descried by Le Renard (2008) of the same gender has created a
space for vicarious experiences among the Saudi Arabian businesswomen leaders and
professionals of both generations. According to Blackwell (2006), interactions through
events, workshops, forums, and conferences are necessary in women’s development and
empowerment efforts because they allow information flow through networking and
“women sphere” as described by Le Renard (2008).
All six of Participants from both generations demonstrated a high sense of citizenship
and obligation to give back to their country through the empowerment of other women in
the economy and through policy reform. For example, J1 from the first generation stated
that she was advocating because it was time to give back to her country for funding on her
education abroad. When asked about what made her continue her advocacy efforts despite
resistance, she replied:
At the same time the people at the embassy were quite helpful because we were very
very small number of women at the time and they were very helpful and very
supportive to us every time we pick up the phone and ask for something they would
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actually send it to us immediately and without any resistance ah ah ah I also thought
if I got this privilege and the government paid for it maybe I should go back and pay
back some to the government and when.
When asked about her feelings regarding advocating, C2 of the second generation
talked about the importance of a women’s role in the development of a country, which
demonstrates citizenship as well as a basic need of independence as a women:
My feelings at first when I saw that the country needed our existence, presence, our
contribution as women… Also, the women need to have a role for the country and
for their own. This will support building an entity for women. We are talking about
essential things. Women’s duties are not just standing by men. No, she can build her
own life on the basis of an economic system. She can support her family, support
herself-using this economical system. These are the things, the aspects that strongly
motivate that I support women to take all their rights that belong to them to reach an
economic status that will help them develop their investments.
J2 of the second generation provided another example of these women’s resistance to
being a second-class citizen. She reflected on one of the incidents that happened to her with
a well-known Simi-government agency, where she clearly stressed that she is a citizen: “I
told him, you are supposed to serve the private sector and I represent my company and so I
am sorry you are there to help and serve me don’t say that you cannot talk to me in your
office, because it is not your office it is a government office and I am one of the citizens.”
Amelie Le Renard (2008) suggested that segregation helped develop a female
category, which she called a “Women Sphere.” In the same article, she highlighted the
presence of the Islamic revival movement, what is called Sahwa in Arabic (Le Renard,
159
2008). This movement is the product of the influence of the Islamic brotherhood (Ikhwan
Muslimin) that was founded in Egypt many years ago. It is important to note that the
Islamic Revival Movement has been historically against any social, organizational, or
political reforms that would benefit Muslim women. Such negative views supported by the
Islamic revival movement and not by the King, might have contributed to Bandura’s (1995)
self-efficacy development among Saudi businesswomen leaders in both generations
through the physiological and emotional status principle. This principle can be translated to
citizenship, or the fear of completely losing one’s rights. This fear or citizenship could
contribute to the development of self-efficacy as demonstrated in the above interview
excerpts.
Another similarity between both generations was their obligation to empower other
women. This obligation, was highlighted throughout the interviews, by multiple
Participants. For example, J1 of the first generation said, “I felt distant to come back again
and pass that education to that generation I felt distant to help women who needed help at
the time whether in business or else I gave that help when I could and I felt distant I would
do something different in pushing them and educating them.”
Similarly, when C1 of the first generation was asked how her generation started the
women’s section, she talked about why they did it:
it started with a committee. A committee called, the Women’s Cultural Committee,
through the Riyadh Chamber of Commerce and Industry. The reason and goal behind
it was to know if women need an entity that supports them in the investment sector.
Likewise, E1 of the first generation described her career:“ to get her to build her
economic power we established a company by, there were 9 women back then it was
160
called [confidential] and the purpose was to do research on women in aaah what you
call it aaah, That is in the Labor market work sector.”
The 2nd Generational Cohort had similar reflections on their obligation to women
empowerment and development. For example, J2 said:
we are trying to pave the way for them aaaah we are making it easier we are trying to
start putting solid policies we are showing ourselves we are showing their efforts by
taking their hand step by step, especially with the entrepreneurs now coming in the
market we have regular meetings with them we are offering workshops, training,
aaaam different kind of support for the new generation because we believe that they
also have a very strong well to make things happen
C2 implied the same obligation in her reflection on her generation’s intentions:
Because we want women to first gain the confidence. No matter how many decisions
and policies that we come out unless women do that she it moved and participated
and had a role. Why the marginalization of women simply because she is a women.
She has a role when she feels that she is involved in this decision-making and
implementation. When we do that then we can say we have created women who
gradually will achieve the goalelecting myself in the chamber was only to educate
those ladies who are already businesswomen or the entrepreneurs who are willing to
start business whether they have the money or they have the idea or they need to go
to a joint venture or just need to learn how to start a business. My main idea was to
educate the group of ladies that we have that are getting into business but with no real
basis.
The above similarities between both the 1st and 2nd generations could be due to the
161
influence of one generation on the other through vicarious experiences and verbal
persuasion as Bandura (1995) suggested. Although the influence is evident in the many
examples above, both Generational Cohort still differ in their approaches.
The first Generational Cohort believe that the second Generational Cohort approach
toward women empowerment is not the right approach. A great example from the first
generation comes from J1 from Jeddah, who said:
but the the the aspect of educating them and teacher them and raising their awareness
and the aspect of networking and connecting them together and bring the together and
also having them to voice their problems and their needs and and their desire to
change in some areas of the business is not happening “lilasaf” with apologies I say
that with all regrets that the educating Rita is not there anymore even if some
chambers like the chambers of Jeddah believe that they don’t need a center for
women particularly and the women can just walking in and can be hired as their
counter parts I still think Reem that we still have some women who want the
interface they want a section for them not quite comfortable walking in and dealing
with the men in a direct fashion. It would still be useful at least in the next probably
10 or 8 years to have an interface to have a center for them just particularly for them
to come and set in a comfortable environment have a cup of coffee maybe talk to
gather maybe have an event for women I know a lot of the women in the chamber of
comers in Jeddah they don’t believe in the segregation and the separation I
understand that and I am all for it but if the women themselves in the community still
want that why deprive her of her right just because I force her to be with the men. If
she is not ready to come set a lot side with a man in order to learn can’t I provide her
162
with another alternative just for the sake of educating her. I think it is a small price to
pay even temporarily let’s just conceder it a save God only knows how long it will
last but it is just a save to provide her with her rights to to have the same advantages
to have the same know how to have the same knowledge instead of forcing her to
come and sit side to side with men and then have her turn her back and just say NO I
am not ready for this and I think this is what happened what’s happening in Jeddah
for those women. But a lot of them, we collected around “Khadija bint khuailied”
have been discouraged because “Khadija bint khuwailied” is not at that interface
anymore it is at the pace where you know women come together every three years to
through what we call a “montada Khadija bint khuwailied” “the KBK conference”
and they say that they do research God only knows what sort of research they are
doing.
Another example comes from the Eastern province from the second Generational Cohort.
E2 described her views of the first Generational Cohort:
the first phase lasted for quite a long time, but they had their own problems and their
own way of thinking and dealing with the situation not only at the chamber on the
national level. I am talking about a whole group that were even at the election they
were part of also the election. Aaaaam, they have two ladies that participated of that
group. But I don’t think that they were, aaam I think the main problem that they were
not aaaam reading the situation nationwide correct, they were not keeping the balance
and I think the way they are getting into the whole thing was very aggressive. And
this is not, this is not the way to deal with the situation in a country that is starting to
open doors for ladies. So I think the main approach was not good. Their approach
163
was not suitable to that period of time
In feminist theory, a “generation” or “wave” refers to differing feminist movements. In our
case, these would be the first and second Generational Cohort of businesswomen as defined
earlier. Byers and Crocket (2012) suggested that a generation is liked two ages, and or area
where a wave cohort is linked to ideology. They also argued that the second wave or
generation of feminists were in resistance to some of the first wave’s or generation
ideology. Again, this is similar to the case of the first and second Generational Cohort of
Saudi businesswomen leaders and advocates. In addition, they also highlighted that there
are three waves of feminists. The third wave of feminists tended to have their own
ideology, but still adopted some of the 2nd wave of feminist ideology. Perhaps a third
Generational Cohort exists in the case of this study, especially since J1 reflected on the fact
the young college student generation at this time and age are taking their efforts for
granted.
When linking the above argument to Bandura’s self-efficacy, one can argue that
generations and or wave cohorts do learn from each other directly or indirectly, creating
more self-efficacies in a group (Byers and Crocket, 2012) but differing in ideology and
approach.
164
Table 34
Cross-case analysis of Two-Generational Cohort of the Six Participants Reflections on
Generations
Inf. Reflection Inf. Reflection C1 • Viewed herself as a 1st
generation • Obligation towards the
next generation and future ones because no one was listening to them
• Interactions with the following generations through: forums, conferences training and speaking events.
C2 • Recognized the work of the 1st Generational Cohort
• Obligation to help future generations • Claims her generation did not face
resistance because they understand the regional culture and know how to deal with it.
• Learned from 1st generation that faced resistance
• Her generation did not see role models of women leaders.
• Interactions with 1st Generational Cohort through meetings and committee work.
J1 • Highlighted that her generation fought for the following generation
• Her generation were crucified, resisted, and stigmatized
• Knowledge to the second generation was transferred through events, training, forums, and conferences.
J2 • Recognized that she is a 2nd Generational Cohort
• Recognized the efforts of the 1st generation
• Obligation to help future generations, through policy reform and workshops.
• Her generation and the previous generation have interacted through meetings.
• Showed Respect for the 1st generation • Showed that her generation is not
patient E1 • She initiated
communication between main cities to join her efforts in establishing a women section in their cities.
• News was covering her generations efforts negatively
E2 • Viewed herself as 2nd Generational Cohort
• Recognize the 1st generations efforts • Opposes the 1st generations approach
to empowerment • Highlighted that the 1st and 2nd
Generational Cohort interacted through events, workshops, meetings, and more.
• She highlighted that her Generational Cohort need to understand them.
165
Given the above cross-case analysis, one can argue the following:
• Obtaining education abroad created space for the development of leadership among
Saudi Arabian businesswomen leaders.
• The father’s role in the self-efficacy of Saudi businesswomen advocates was
crucial.
• High citizenship and obligation to help other women was a factor helping the self-
efficacy of businesswomen.
• The local Saudi Arabian educational system did not provide the Saudi
businesswomen with the skills they needed for their current roles, at that time.
• The family environment provides Saudi businesswomen leaders the opportunity to
acquire self-efficacy as leaders.
• Resistance by conservatives increased the emotional status among Saudi
businesswomen leaders to use all means possible to advocate for their rights.
• The current government supports women but lacks structured intervention to insure
the manifestation of well-informed Saudi businesswomen advocates in the future.
Advocates that know the work of the previous generations.
• Although the 1st and 2nd generation are similar in their goals of women
empowerment, they differ in their views on the approach.
Accordingly, and to answer the second research question, one can say that Saudi
businesswomen took a major role in developing their own self-efficacy in an unstructured
way to empower themselves and other Saudi women in a time of major change, both
locally and globally.
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CHAPTER SIX
Conclusion and Recommendations
Leadership on the part of women in the business sector of Saudi Arabia has
attracted intense interest from local and governmental leaders. A prime example has been
the establishment of the National Committee for Women (NCW), founded in 2004, as well
as the election of Saudi businesswomen to the board of directors at the Jeddah Chamber of
Commerce.
Interestingly, this effort was predated by the efforts of a small number of Saudi
women leaders who actively argued and pressed for their inclusion in the Chambers of
Commerce. How did these women see this kind of advocacy as possible? What did they see
as furthering (as well as hindering) their sense of ability (or self-efficacy) in pressing for
this agenda? In what way did the two Generational Cohort of women leaders and advocates
differ and how did they affect one another?
Given such significant national developments, research on the self-efficacy
component of leadership among Saudi Arabian businesswomen could further the
government's future educational and economic efforts to empower women, as well as
produce the next generation of Saudi businesswomen leaders. This study has the specific
intent of understanding and analyzing what women who were early advocates of
empowerment in Saudi businesses identify as the most important factors in helping and
167
hindering the development of their self-efficacy towards advocating a larger role for
women across two Generational Cohort.
This study attempted to explore the self-efficacy of Saudi businesswomen leaders
and to contribute to the literature focusing on Saudi Arabian women leaders. Through
Bandura’s (1995) self-efficacy framework, much was learned about those women leaders
who advocated for the rights of Saudi businesswomen. Focus was given to how these
leaders attained their self-efficacy and what they chose to do with it. Such valuable insights
can benefit any further empowerment efforts for the next generation of women leaders at
the global and local levels.
Last but not least it is important to note that I realize the limitations as well as the
advantages of this study. One of the limitations was the geographical distance between
myself and the participants, which was overcome by modern technology (Skype), and by
phone. Financial constraints, such as the cost of traveling from the U.S to Riyadh,
Dammam, and Jeddah to interview the participants, can be minimized through this
technology.
Also, the previous relationship between myself and some of the participants could
be both a limitation and an advantage. However, an “emic” perspective is as important as
the “etic,” and can add a lot to this area of study (Marin & Marin, 1991). Furthermore,
from a cross-cultural perspective and due to the private nature of Saudi Arabian women’s
“sphere” (Le Renard, 2008) in general, the information that will be attained can be very
valuable due to my “emic” perspective. However, even with these limitations, the
information that was provided is very important as a pilot study for future research.
168
This research is of great benefit for future studies on the topic of future Saudi
Arabian women in the educational system, as well as research on how Saudi Arabian
businesswomen create their sets of self-efficacy within small advocacy groups. In general,
this study provided a great benefit for documentation and synthesizing of historical facts. It
provided a tool of current analysis and for future reform initiatives in pursuit of Saudi
women and their further development in business.
The majority of Participants highlighted that the Saudi Arabian educational system
did not facilitate the development of women’s self-efficacy in business and/or as business
leaders and advocates. They said that it did not give them the skills they needed in their
careers as businesswomen and professionals. Moreover, in the current time there is a lack
of quality training for top leadership roles.
Also, obtaining education abroad created space for the development of leadership
among Saudi Arabian businesswomen leaders. For example, C2 from the second
generation suggested at the end of the interview that leadership training must start from an
early age:
Sadly, we don’t have leadership training in our events but very shallow. We must
have education in this field. I mean people who have those leadership traits, how
would they develop them, we give them experience and we develop early not wait
until it is too late to build them. It starts from the early development years we need
to teach it to them and give them roles.
C2’s suggestion not only gives an insight on what needs to be done in terms of
leadership training, but also gives significance to the findings of this research. One can
169
clearly see in her question “ I mean people who have those leadership traits, how would
they develop them”.
Now we know in detail how the Participants were able to be self-efficacious in advocating
for other women in the business world. This is a type of advocacy that needed high
confidence level and leadership. These women were able to obtain their self-efficacy as
leaders advocating for businesswomen rights through family support, education, role
models, citizenship, recent government support and the urge to deify the resistance to their
empowerment.
By knowing such important factors that helped and/or hindered the self-efficacy of
the Participants, we know that creating a semi-structured mentorship program for young
women could be a great tool in creating the next generation of successful businesswomen.
Also, through the findings we know now that the current government does support women
but lacks structured intervention to insure the manifestation of well-informed Saudi
businesswomen advocates in the future. As J1 highlighted, the future generations don’t
know about what the previous one has done because no one is documenting their efforts:
Unfortunately, also Reem we don’t have people to document this history this is
something I feel so sorry for Reem I am not a writer I am not a researcher at this
point I am still as I told your I am an educator, am a trainer I am a facilitator this is
what I see my role and this is doing really well but I am not a writer. We need
somebody with a historian inclination or or just somebody to write “hada elkalam
ysajilha litareekh” this and record it in history….
yeah it is, yeah I know it is just not given to her on a silver platter this is something
that a whole generation my generation fought for it very hard we were crucified we
170
were called names we were shattered to pieces we were really stigmatized even in
our honor and our family name. To acquire these rights and to get all to gain all
these gains for a college graduate in my [confidential] and think that she can easily
land a job because of her qualification I am sorry but she needs to know why is she
lucky enough to get this job. She has to know the history she has to know who done
it for her who paved the road who paved the way for her. And this is what I intend
to do probably in the next 10 years of God blessed me with the health and life.
By documenting the effort of the first and second generations of businesswomen advocates,
this study contributes to the current needs of the first generation and to the mentorship
program curriculum design where the future generation can learn about the previous
generation and perhaps can see them as role models. Role models can play as the
vicarious experiences principle of self-efficacy (Bandura, 2005).
Finally, we know that the 1st and 2nd generation are similar in their goals of women
empowerment but differ in their views on the approach.
Recommendations
The results and findings in chapters five and six suggest the importance and need to
the following recommendations:
1. The Saudi Arabian educational system needs to facilitate a structured self-
efficacy development program for young Saudi women to attain early
intervention in the effort to promote the creation of new Saudi businesswomen
leaders according to the government’s vision for the development of Saudi
women.
171
2. The Women’s Sections of the Chamber of Commerce and Industry need to join
ventures in the above efforts by providing young Saudi Arabian women with the
opportunity to develop their self-efficacy through performance accomplishment,
vicarious experiences, and verbal persuasion through semi- structured self-
efficacy development programs.
3. Governmental institutions and semi-governmental institutions providing
assistance and resources for women who are interested in being entrepreneurs
need to provide outreach programs that are not only based on awareness, but on a
semi-structured self-efficacy development by providing future entrepreneurs
with the opportunity to develop to develop according to Bandura’s (1995)
principles.
4. Future research needs to be done concerning how to design a semi-structured
self-efficacy development mentorship program according to the world’s best
practices in this area and match it to fit the Saudi Arabian culture and religion.
5. Research on best mentorship programs for women empowerment as
entrepreneurs can be beneficial for the manifestation of the next generating of
leaders and advocates.
6. Future research needs to study cases according to a three-generational/cohort
development of businesswomen leaders. The very existence of the 1st and 2nd
Generational Cohort might have provided stronger vicarious experiences for
following Generational Cohort or perhaps provided an opportunity for Saudi
women who were not able to obtain education abroad and see other women
leaders.
172
7. The unexpected findings in the data provided the researcher with new concepts
worthy of exploring in other research on Saudi businesswomen leaders, for
example:
a. High use of symbolism among the Participants.
b. Voluntarily providing a lot of historical facts around their development
pursuits.
c. Their views on globalization and its impact on their efforts
Many developmental suggestions provided by the Participants that could make a great
research topic to improve policy reform for Saudi businesswomen.
173
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Appendix A: Interview Questions
Type of Question
Stage or Principle or
theme
Interview Questions Feed’s to Research question
Background Career/ Business
• Describe the type of business/or career you operate?
o How long did you operate it?
N/A
Education • What is your highest educational level? And where did you attain it?
o In what ways have you broadened your education and knowledge since your last formal education?
N/A
Career/ Business
• Tell me about how you got involved as an early proponent of the inclusion of women in Chambers? What was your role?
o Is there anything more about the story behind the establishment of a businesswomen section at the chambers of commerce that you would like to share?
N/A
Education Career Business
• In your opinion what factors have contributed to you’re confidence level in your pursuits of businesswomen empowerment?
Q1
Self-Efficacy
Career/ Physical and or
• Describe your feelings about pushing for the
Q1
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Framework emotional status
establishment of the women section at the chambers of comers?
o In what ways was that affected by the regional culture and your educational background at the time?
Mastery experiences/ Performance Accomplishment
• Describe previous experiences that could have contributed to your confidence in your pursuits of Saudi women empowerment in business?
o Can you give specific example? Such as while in high school and/or college did you participate in leadership roles? And/ or in your first job or business (in the case of women with more than one business)?
Q1(a,b)
Education/ 4 principles
• In what way has your educational system impacted your current confidence in your ability to empower Saudi Arabian women through pushing for the establishment of the women section at your regional chambers of comers and industry?
o Can you give specific examples?
Vicarious Experiences
• Who would you conceder as a role model in your pursuits for businesswomen empowerment?
o If none, whom
Q1. (b) Q2
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would you conceder as a role model in life in general?
o In what way did the role model impact your confidence level in your ability?
o Can you provide Specific examples?
Vicarious Experiences/ Verbal or social persuasion
• Describe how global women empowerment leaders have impacted your vision of what can or cannot be done to empower Saudi women in business?
o Can you give specific examples of specific leaders?
Q.1(a,b) Q.2
Vicarious Experiences
• Do you agree with that notion of public visibility and to what extent do you think it is important?
o Can you describe how the public visibility of Saudi women might have impacted your efforts?
o Can you provide specific examples?
Q. 1 (a, b) Q.2
Education/ Vicarious Experiences
• In what way did the educational system in which you have attended provide you with a role model of women leaders historically or globally?
• Can you give specific examples of specific stories?
Q.1 (a,b) Q2
Social or Verbal Persuasion
• If there is, describe a person in your life that believed in your ability to empower others and told
Q.1 (a,b)
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you that you can? o In what way did
they show that they believed in your ability to impact other women?
4 principles • Would you say that the global world have encouraged you in your empowerment efforts as a businesswomen, professional or activist?
Q.1(a.b)
Education/ 4 principles
• In what way has the educational system have provided you with the encouragement and verbal persuasion that helped increase your self-confidence in your current efforts of women empowerment and business policy reform?
Q.1(a,b)
Generation • Would you describe your self as a 1st or 2nd generation of women advocate?
Q2
Generation • in what way did your generation interact with the other generation?
Q2
Generation • In what way did your generation influences the other Generation?
Q2
Wrap-up’s N/A • Please describe any forms of resistance by the local officials and /or culture upon the establishment of the ladies sections at the chambers of commerce?
a. What made you continue with your efforts despite the resistance?
Q.1
N/A • In this time of change locally and globally what leadership role do you
N/A
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intend to take and why?
N/A • What is your future plans for businesswomen empowerment?
N/A
N/A • In your opinion what do you think should be done by the government to facilitate the manifestation of Saudi businesswomen leaders?
b. Do you plan to take initiative in pushing for what you think should be done?
Q1
N/A • Would you like to add anything that you might think is relevant to this study?
N/A
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Appendix C: Sample Consent Form
Participant Consent Form
The purpose of this research study is to explore the self-efficacy of Saudi businesswomen
leaders and to contribute to the literature focusing on the Saudi Arabian women leaders.
Much can be learned about Saudi women leaders advocating for businesswomen. Focus
will be given on how these leaders attained their self-efficacy and what they chose to do
with it. Such valuable insights will benefit any further empowerment efforts for the next
generation of women leaders at a global and a local level. Dr. John Yun, Associate
Professor, The Gevirtz School, UCSB (805-893- 2342/ [email protected]), and
Reem A. Alfrayan, doctoral candidate, The Gevirtz School, UCSB are conducting the
study.
You have been identified for an interview because of your current and/or former
participation in the advocacy of businesswomen empowerment in the chambers of
commerce and industry of your region. The interview questions will focus on your role,
your experiences, and your thoughts of the initiation of businesswomen sections at your
local chambers of comers and industry. The questions provide an opportunity to discuss
how you obtained your self-efficacy, how you see this kind of advocacy as possible? What
did you see as furthering (as well as hindering) your sense of ability (or efficacy) in
pressing for businesswomen empowerment agenda.
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If you agree to participate in this study, I will digitally record our 60 minute interview.
Your responses will be captured for later transcription and your identity will remain
confidential. I will also be taking notes during the interview to collect additional data.
There are no foreseeable risks to your participation in this study. Your identity will be
confidential and will not be traced back to you. Furthermore, the recording will be kept
with the researcher on her computer with an assigned password and will not be destroyed
after the research for possible further research. Additionally, participating in this study is
completely voluntary, and the interview will be scheduled in such a way as to minimize
any inconvenience to you. If you choose to be in the study, and feel any discomfort as a
result of participating, you can change your mind and withdraw from the study at any time.
If you want, the electronic audio file in which you appear, to be withdrawn from the study,
you can request this at any time by contacting Dr. John Yun, even after the interview has
been completed.
The results of this study may help improve the knowledge of the manifestation of future
Saudi businesswomen leaders. In addition, the study may shed light on issues related to
educational reform and economical empowerment of Saudi women.
All electronic copies of interview transcripts will be password protected. Paper copies of
interview transcripts will be kept in a locked file cabinet in the office of Dr. John Yun.
You will not receive any payment for participating in this study.
For additional information about this study, please contact Dr. John Yun, Associate
Professor, The Gevirtz School, UCSB (805-893- 2342/ [email protected]), If you
have questions regarding your rights as a research participant, contact the staff of the
185
Human Subjects Committee in UCSB’s Office of Research at (805) 893-3807, or e-mail
If any questions you have about this research have been answered to your satisfaction, and
you would like to participate in the research, please print your name and sign below.
In addition, please indicate whether you would like the opportunity to review transcripts of
your interviews before they are included in publications or presentations.
I waive my right to review interview transcripts before they are included in research
reports.
I would like to review interview transcripts before they are included in research reports.
________________________________________
Name of Participant
________________________________________
Signature of Participant Date
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Appendix C: Bandura’s Self-efficacy Model (1995)
Self-‐Efficacy
Mastery experiences
Vicarius Experiences
Social Persuasion
Physiological and Emo[onal
states
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Appendix D: Sample of interview
E2: Eastern Provence 2 Interview
(Second Generational Cohort)
Greetings in Arabic (the Participant was not able to sign the consent form before her interview due to being in vacation. The consent form will be sent after her vacation)
R: would you like the interview to be conducted in English or in Arabic?
E2: what ever you like?
R: then English so it is easier for me to transcribe later?
E2: Sure.
[Echo in voice resulted in recalling the participant]
(Researcher Started off by going over the content of the consent form)
R: So, the first question is, Describe the type of business/or career you operate?
E2: ok, I have a management consultancies firm. It focuses on quality management. It 8:00 serves mainly small and medium enterprises. We had a couple, aaam two projects with large enterprises aaaam but it is usual specifically focused around HR and restructuring of the whole organization and quality management and quality aaaam setting standards for quality certifications. The, as you call it it is the aaaaam first management consultant in Saudi Arabia to be granted for a female.
R: you mean operated by a female? Or targeted to female?
E2: No, Licensed for a female
R: aha, OK, and how long did you operate the business?
E2: aaaaam, it has been around for around 8 to 9 years.
R: What is your highest educational level? And where did you attain it?
9:00 E2: I have a Ph.D in Organization behavior I got it from the American University in D.C.
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R: In what ways have you broadened your education and knowledge since your last formal education?
E2: aaam mainly, mainly it was through the projects and the exposure. In addition to attending conferences and seminars every now and then. I have also participated in a lot of conferaces all over the world U.S, U.K, Korea, Egypt, aaaaam Indonesia, aaaam Bangkok aaam so many countries this to name a few. I have participated in those conferences so in order to participate you need to prepare paperwork and prepare presentations
R: aha
10:00 E2: presentations for the seminars aaaaam those wore main areas the exposure aaam I think very very very extremely beneficial even much more the conferences and seminar some times the exposure you get through the organizations that you deal with and working of course.
R: have you taken any training like training and workshops inside or outside the kingdom?
E2: aaaam ya but not a lot
R: not a lot?
E2: it is usually not more than one to three days maximum. No official certification training that really. After I finished my Ph.D, No.
R: aaam
E2: a few training programs that were not more than a few days.
R: aaam Tell me about how you got involved as an early proponent of the inclusion of 11:00 women in Chambers? What was your role?
E2: aaam after I got the license for my office for my firm, for my management consultancy firm. Aaaam through that I started working with entrepreneurs, training entrepreneurs on how start their business and aaaaam I lead a project that was aaaam a joint project between the chamber and one of the banks it was [deleted for confidentiality purposes] aaam it was an entrepreneur training and I started through the chamber to train 12:00 entrepreneurs on starting their business from home and starting a small business. Aaaam and through that I got in relationship with all the people in the chamber and aaaam when the election was about to come and we were thinking why not include women in the board of directors of the chamber. This all lead to the starting event by working at the elections and unfortunately women did not win the first round, non of us won but I say we succeeded because in the second round two ladies are at the chambers board now.
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R: So, you were involved after the establishment of the ladies section or before?
13:00 E2: aaaam, No actually the ladies section was there for a very long time at the chambers in the eastern province. So I was involved with them aaaaam I started working with them at the entrepreneurs program and then the elections then after the election, I was elected as the president of the ladies committee, businesswomen committee in the chamber.
R: ic, aaam so Is there anything more about the story behind the establishment of a businesswomen section at the chambers of commerce that you would like to share?
E2: aaam as I said the chamber the, the ladies section at the chamber has been there before I started or joined and started working with them. aaam I understand that it has been going through ups and downs so many aaam aaaam if I may say so many disagreements between the ladies the were working at the chamber of commerce’s and the management of senior management of the committee of the of the chamber but by the time I started a whole new team was there and it was [deleted for confidentiality purposes] [name of management] was their when I started which is the new team not the old team
R: so, so ..
E2: aaaam so
R: so, would you consider your self a second generation at the chamber?
E2: sorry?
R: would you consider your self a second generation of women advocates for the establishment of a women section?
15:00 E2: aaaam I would say a second phase. Because, the first phase lasted for quite a long time, but they had their own problems and their own way of thinking and dealing with the situation not only at the chamber on the national level. I am talking about a whole group that were even at the election they were part of also the election. Aaaaam, they have two ladies that participated of that group. But I don’t think that they were, aaam I think the main problem that they were not aaaam reading the situation nation wide correct, they were not keeping the balance and I think the way they are getting into the whole thing was very aggressive. And this is not, this is not the way to deal with the situation in a country that is starting to open doors for ladies. So I think the main approach was not good. Their approach was not suitable to that period of time.
R: ok.
16:00 E2: and I guess when the second session was there. When we started, this is the time when we started creating the balance and trying to understanding the way the culture things and believes and trying to keep, keep, you know keep all the discipline and keep all the
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beliefs that we have yet working around it to change what ever needs to change with out touching the principles and the basics. And this is how we were able to start a, a, a, the right move they started a move but it was not right. I think we started the right move were aaaam we had people listening to us, we had people believing in what we are doing, we had people supporting us.
R: aha, In your opinion what factors have contributed to you’re confidence level in your pursuits of businesswomen empowerment? In other words, and as you missioned earlier, you nominated your self in the elections, what contributed to your confidence in that?
E2: ya, actually I have one main reason aaam that was behind the whole thing. I believe that there were a lot of women aaam who are, some of them are business but they don’t have the business basics at all. They just inherited the business or the money that enabled them to start their business and trying to get with it, aaaam I think, I believe with out the 18:00 theoretical part if I may say. So, my whole mission when I was speaking of electing my self in the chamber was only to educate those ladies who are already businesswomen or the entrepreneurs who are welling to start business whether they have the money or they have the idea or they need to go to a joint venture or just need to learn how to start a business. My main idea was to educate the group of ladies that we have that are getting into business but with no real basis. So this was the main motivation behind allllll whatever, if I have done anything the main was to try to educate those ladies 19:00 because I believe that we have great assist and we just need to make sure that we are doing things the right way not just aaam haphazardly.
R: Describe your feelings about pushing for the women involvement in the board at the chamber of commerce?
E2: during that day, I think it was one of the best days I have ever had. I was not really concerned about winning the elections or not winning. The main thing was that I was extremely happy that we are able to make it to the box. Regardless of the results, regardless of the the the we are supported by men or by any other entity. Only thing 20:00 mattered that day was, we were able to put the first set the first aaaaam what would you call it the first foot in the whole thing? I did not aaam I was, aaam to a certain extent I was almost sure that non-of-us would when. Because you can read it from all the things that happened during the elections time. But the main thing that we were able to continue and we were able to say yes we are here if we doing win, at least we got the chance to get in to
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the elections and next time you will believe more in us. I cannot even describe how happy I was that day. It was my best day ever.
R: aha, ok and In what ways was that affected by the regional culture and your educational background at the time?
21:00 E2: aaam can you explain more what that means
R: the feeling of happiness what factors with in the regional culture and/or the educational background that contributed to making feel that way that be positive or negative?
E2: aaaaam, as I said what made me happy because I felt that we are starting to be a factor of change. I am being a part of this I am being a factor of change for the Saudi women in business at least so and it was taken positively it was not taken negatively. There is always some people who take things negatively who will be against any move, but in general nation wide it was taken positive and the best thing shows this that the second aaam exactly there was the group that followed us got two ladies into the chamber, the board of directors. So I think maybe I believe that it was the start. I believe that people at least will start to aaam that ladies are doing more and doing it the right way. aaam at least it stopped people from saying aaam nothing will change. No, things will change and I think this was the start of it.
R: ic ok describe previous experiences that could have contributed to your confidence in your pursuits of Saudi women empowerment in business?
23:00 E2: of course there are three main factors or four main factors, it started with my perants in my family and I was raised in an open family, open mentality, my father, he was very supportive for all of us. We are three girls we don’t have any brothers so we were three girls and he was very supportive for us wither it comes to education or work aaam the second factor I am sure was my study and exposure to the united states and aaam number three my exposure at work. At work as I explained working with Aramco, 24:00 and as I said I was working with organizations that were male dominant aaam when I really worked with women in any of the organizations that I worked with the except of the entrepreneurs. So this gave me the courage and also the understanding, I can speak to them how those people aaaam pursuit business, how those people pursuit women aaaam respect aaaaam a women who is respecting her self if she is there to do business and she understands what she is doing and she is delivering what is required of her. In addition to that my husband and my new family there all those factors were the backbone for me to be able to have the courage to start something like that.
25:00 R: ic, you mentioned that while you were doing your going through education in the united states, have you had any leadership roles while you were going to school in the united states or while you are doing your traditional education back in Saudi Arabia?
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E2: ya I have taken a lot of leadership courses during my masters and Ph.D actually even bachelors degree, it has a lot of focused on leadership aaam even my management consultancy firm, the leaders in my management consultancy firm aaam I have taken also training programs and courses and had so many trainer on leadership coming and giving training through my consultancy firm on leadership, and I usually either attend or get full exposure on that.
R: ic
E2: so yes I do I did have leadership training. It is an area that I love actually. It is an area that for a big time of my life it was my focus because I loved reading and learning about leadership and [unclear] of leadership.
R: as a student from k-12 and/or after that have you taken leadership roles as a student?
E2: roles no, as a student I have not had any leadership roles.
R: In what way has your educational system impacted your current confidence in your ability to empower Saudi Arabian women through pushing for the establishment of the 27:00 women section at your regional chambers of comers and industry? I think you already covered that?
E2: ya
R: so, who would you conceder as a role model in your pursuits for businesswomen empowerment?
E2: aaaaah aaaam, do you mean a lady who I think is a role model?
R: anybody who is your role model in Arabic [translation of the question] regardless if they are in history or current, family member or just a random person, international or local, as log as this person is your role model?
28:00 E2: aha, well I can say that there is no specific person but I have been inspired by a lot of people male and female aaaaam aaaaam starting from our religion and the empowerment of women, because a lot of people believe that Islam dose not empower women it is the total way around, we have a lot of examples in Islam about women and leadership and then after that I am empowered by each and every move by every single Saudi lady or even an Islamic lady, every single move that will given us and tell us women can do it inspired me. And I cant say a single person but I did get inspired by 29:00 anyone who will support and back up women’s movement all around the world.
R: ic, so do you have specific names, specific examples?
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E2: specific aaaaam one of the the ladies now during this that I think is doing a good job and so many aspects although I am not very well exposed to all the things that she is doing is princess Rania of Jordan. Also, my first inspiration was Thuraya Obaid, in the united nations.
R: and she is from?
30:00 E2: she was really my first inspiration and I was for a long period of time I was looking up to her. She is to change the view of women and I was always hoping that I will be able to join and actually I joined AGFUND which is the Arab-Gulf Foundation of the United Nations Development Program, just becauase I wanted to get that United Nation Exposure that she had. So, I think, and then I met her also in New York and she was a great person and I really got inspired by her and I always talk about her when ever I have, when ever I lecture about entrepreneurship and leadership and women in Saudi so she was a great person and at the same a great aaaaam leaders, she is one of the pioneers in Saudi. Ya and I think
R: she is a Saudi women right?
31:00 E2: ya, ya Dr. Thuraya Obaid, she is a Saudi yes.
R: when you met her has she aaaam in some way or another did she verbally persuade you or aaaaam perhaps …
E2: I get your point,
R: ya
32:00 E2: actually, when I met her we were in New York on a mission it was the first represent, it was me and another person, [deleted for confidentiality purposes] on a mission to the united nation representing women in Saudi Arabia, and women empowerment, so this is, she was one of the guests and this was in 2008, I remember march 2008. It was the International Women Day. So, aaam we were in the United Nations and she was a guest one on one of the [not clear, luncheons or lectures] that was arranged by the united nation there and she did she said that, you are, this is your first time as an official representative for Saudi and you are now paving the road for others and the first lady to make the change and you 33:00 need to believe in your self and believe in it, she said that from just talking to you I believe that you’ve got the ingredients to keep on and aaaaaah just believe in it and you will be able to do it. And she started giving us examples of what she went through because shes old I think she is 70 now and she started giving us examples of the difficulties that she used to face and all the disagreements that she had to face wither on the first level or the [unclear] level nation wide. Aaaam and how she was able to get through all those obstacles and that time it was not easy as ours.
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R: aha
E2: so aaaaaam, in short yes she is and she was a very good aaaam support at that time.
34:00 R: interesting, ok the next question is describe how global women empowerment leaders have impacted your vision of what can or cannot be done to empower Saudi women in business?
E2: aaaaam I think it is what I said about thuraya Obaid, because she is international, she is not local anymore so I think what I just said about Dr. Thuraya Obaid, will for international women. Unless you want someone else?
35:00 R: well now that you brought the fact that she is a global figure she is not just a local figure I think that it is an interesting aspect of your answer. So, Do you agree with that notion of public visibility and to what extent do you think it is important?
E2: aaaam yes, and no. I agree public visibility at the right time and with the right substance aaam what I mean is just being out there and being out, I am talking now within the boundaries, our culture. Just being in public and talking in public just for the sack of the exposure it self aaaaam just to say I am here with our real substance or real change that you are bring up front I don’t that it is very healthy in our culture. If you there when ever you are adding something, if you are their to say that I have done this or 36:00 I am about to do this and and and not repeat your self everyday every time you are in public I think I am much in support. I am not saying that it is not important, public awareness and public being part of it and the media, that is very important but it has to be as I said from the beginning it has to be balanced. Aaaaaaam, did you get my point?
R: yes I got your point. Can you describe how the public visibility of Saudi women might have impacted your efforts?
E2: aaaam honestly the the the aaaam the media affected the effort when it started talking 37:00 about specific figures who are not a role model as I was saying previously. When you have a couple ladies or business women who are they aaam just inherited that or someone else running the whole thing and they just have their name is their and you know they started in the interviews with the media and they show how shallow they are this is when it impacts negatively on on me or anybody who aaaam who are trying to show that we as Saudi business women we do have depth, we know what we are talking about and we do have the background and we are ready to be a part of the economic revolution of the
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kingdom. So when someone like those people shows up and starting 38:00 show off with no sense with no base with no aaaam knowledge or with half knowledge which is much more dangerous, this is when it affects any move we are trying to do. Because it makes people start looking their confidence in Saudi women and what they can do.
R: true, true, ok aaaam In what way did the educational system in which you have attended provide you with a role model of women leaders historically or globally? When you went to school in saudi or perhaps when you went to school in the united states have schooling system given you role models wither in history or in general?
39:00 E2: aaaam I recall during my school in saudi Arabia the roles modles that we were exposed to were the the the late history of islam and as I mentioned we do have a lot who were roles modles in leadership in business, judicial aaaaam
R: can you give me specific examples.
E2: Saida Khadija, Saida Aisha, aaaaam those are the most important two figures that we had in islam. Saida Khadija in business and Saida Aisha social interaction and social leadership for the women at that age. This is during the school years after that you know the different exposures for different people I don’t recall names but usually when ever a 40:00 leadership program you always learn about CEO’s aaaaam, General Managers, Manager Directors different figures in different organizations globally, each one will give you a, a, a, different flavor or leadership if I may say. If I may say
R: ic
E2: because this are the people usually that we learn from. Even if I don’t recall names.
R: ic, ok, aaaam, If there is, describe a person in your life that believed in your ability to empower others and told you that you can?
E2: my father and my husband.
R: do you have a specific story that you would like to share.
E2:aaaam it is not a specific story it was a continuous support. And it is aaaam it is I belive as always been since I was very small. Since I was very young I always heard from my father, you can do it you can make it aaaam you have it all you will be some thing really big one day and then it continued with my husband he from day one he fully supports me and he believed that aaam , if I want anything I can do it and I can make it because I got all the ingredients to do it. and this is really continuance on a daily basis if I may say so so there are not specific stories that I can say the only thing that I can say the elections the aaam although my husband was supporting me all the time he meant not to show up at the day of the elections just to tell people and send a message that I am 42:00 doing it because I
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can not because my husband is helping me. Although it was obvious that that I have family support to be there but he just wanted to give a message that she can do it alone.
R: ic, ok aaaam in what way ..
E2: I think the continuance support.
R: Would you say that the global world have encouraged you in your empowerment efforts as a businesswomen, professional or activist?
E2: for sure, sure a 100% because it is the main engine that aaaam moving us economically, it is becoming a small world you need to act with the whole world our business is not local anymore anything that we do it has to go global. Global status and 43:00 global studies has to be aaaam implemented here the global exposure is becoming a part of our daily work life. And even in our personal life. So of course yes it has effects because we are all the efforts that we try to do here in Saudi Arabia to keep up with the global development the economic development world wide and all this aaaam aaam affect anything that we do internally.
R: ic ok, In what way has the educational system have provided you with the encouragement and verbal persuasion that helped increase your self-confidence in your current efforts of women empowerment and business policy reform?
E2: aaaaam
R: and be specific whither that was here or back in the United states or in Saudi Arabia so 44:00 we know when we recommend we know how to recommend it was it in Saudi or the united states.
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